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ERIC Number: EJ902904
Record Type: Journal
Publication Date: 2010-Nov
Pages: 8
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1053-4512
Classwide Peer Tutoring: Practice, Theory, Research, and Personal Narrative
Maheady, Larry; Gard, Jaime
Intervention in School and Clinic, v46 n2 p71-78 Nov 2010
Contemporary teachers need instructional practices that are (a) powerful enough to meet the needs of a rapidly diversifying student population, (b) feasible to implement on a classwide basis, and (c) socially acceptable to them and their pupils. Classwide peer tutoring (CWPT) is one such instructional practice. In addition to describing CWPT, its research base, and supporting theoretical perspectives, this article describes a project in which a classroom teacher in a remedial education program worked collaboratively with an educational researcher to examine the impact of CWPT on her pupils' math computational fluency as monitored on district-adopted, curriculum-based assessments. Results indicated that all pupils, including those with disabilities, made substantial learning gains and improved their academic-related behavior in class. The teacher reported that CWPT was relatively easy to implement and that her students loved playing the tutoring game in math. (Contains 1 table.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A