Let the Kids Help One Another: A Model Training and Evaluation System for the Utlization of Peer Tutors with Special Needs Students in Vocational Education.

Autor/inn/en	Asselin, Susan B.; Vasa, Stanley F.
Titel	Let the Kids Help One Another: A Model Training and Evaluation System for the Utlization of Peer Tutors with Special Needs Students in Vocational Education.
Quelle	(1981), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Disabilities; Evaluation Criteria; Evaluation Methods; Models; Peer Teaching; Program Development; Program Evaluation; Program Implementation; Records (Forms); Secondary Education; Student Characteristics; Student Evaluation; Student Role; Supervision; Teacher Role; Training; Tutorial Programs; Tutors; Vocational Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Analogiemodell; Peer group teaching; Peer Group Teaching; Programmplanung; Programme evaluation; Programmevaluation; Formularsammlung; Sekundarbereich; Schulnote; Studentische Bewertung; Lehrerrolle; Ausbildung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderlehrer; Lehrender; Tutor; Berufsbildung
Abstract	Because of its benefits to classroom teachers, tutors, and tutees, peer tutoring as a strategy for instructing handicapped students in vocational education is gaining in popularity. Several factors are important to the successful implementation of a peer tutoring program, including administrative support, assessment of tutoring needs, and establishment of program goals and objectives. Equally important is the formulation of a tutor role description which provides the tutor and teacher with a clear description of their responsibilities, a criteria for selecting tutors, a supervision or evaluation instrument for measuring the tutor's performance, and guidelines for the appropriate use of tutors in the classroom. In selecting appropriate tutors teachers should consider a variety of personal characteristics and variables such as age, achievement levels, and racial and socioeconomic backgrounds. While a review of tutor training programs in the literature reveals certain components that are characteristics of successful training programs, the organization of these components into training sessions is determined by individual school training programs. Two suggested training activities found effective in training programs for tutors and paraprofessionals are the Peer Tutor Decision Worksheet and the Tutor Training Triad. Also essential are close supervision and quantitative and qualitative evaluation of peer tutors. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01