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ERIC Number: EJ844208
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0014-4029
Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions
McDuffie, Kimberly A.; Mastropieri, Margo A.; Scruggs, Thomas E.
Exceptional Children, v75 n4 p493-510 Sum 2009
Differential effects of a peer-tutoring intervention on the academic achievement of 203 7th-grade science students with and without disabilities in co-teaching and non-co-teaching settings were examined over an 8-week period. Impact of peer tutoring was assessed using a 2 condition by 2 settings by 2 types of students analysis of covariance with pretests as covariates. Results indicate that the peer-tutoring intervention was associated with improvements in student performance, and students in co-teaching settings perform better than those in non-co-teaching settings, but no additional value was added when peer tutoring was implemented in co-taught classrooms. Because co-teaching is increasingly used for teaching students with disabilities in general education classroom settings, implications of these findings for current practice and the need for future research are discussed. (Contains 3 tables and 1 figure.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A