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ERIC Number: EJ845902
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-1074-2956
Using Peer Tutoring in the Classroom: Applications for Students with Emotional/Behavioral Disorders
Miller, Melissa A.
Beyond Behavior, v15 n1 p25-30 Fall 2005
In today's classrooms, it is becoming increasingly difficult to distinguish the special education students from the regular education students. With the accountability imposed by the No Child Left Behind Act and the increased expectancy for inclusion of all students in the regular school population, teachers are finding themselves in classrooms of diverse learners, including students with emotional/behavior disorders (EBD). With many classrooms reaching capacity at 30-35 students, teachers are looking for effective instructional strategies and methods to meet the needs of their students. One such instructional method is peer tutoring. Peer tutoring comes in many forms and goes by many names. It may be referred to as peer-assisted learning, peer monitoring, peer facilitation, or peer-mediated instruction. The common thread that links these terms together is the use of peers. This paper will provide a background of peer tutoring by further defining peer tutoring and then examining the research findings, benefits, and effective methods of peer tutoring. A step-by-step guideline of how peer tutoring works in the classroom will be provided, followed by a classroom scenario with examples for each step in the peer-tutor planning process. (Contains 1 table and 2 figures.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001