Structured Peer Tutoring in Chicago's Vocational Education Program.

Autor/in	Azcoitia, Carlos
Titel	Structured Peer Tutoring in Chicago's Vocational Education Program.
Quelle	(1989), (141 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; Disadvantaged Youth; Educationally Disadvantaged; High Schools; Limited English Speaking; Mathematics Instruction; Outcomes of Education; Peer Teaching; Program Effectiveness; Reading Instruction; Remedial Instruction; Tutorial Programs; Tutoring; Tutors; Vocational Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Benachteiligter Jugendlicher; High school; Oberschule; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Peer group teaching; Peer Group Teaching; Leseunterricht; Förderkurs; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Ausbildung; Berufsbildung
Abstract	A study investigated the impact that a structured peer tutoring program had on improving the mathematics and reading achievement scores of academically disadvantaged, handicapped, and limited English proficient students enrolled in vocational classes, and on the mathematics and reading achievement scores of their tutors. It also assessed 10 selected administrative procedures unique to the program. The subjects were 180 randomly selected students in vocational education classes in two Chicago public high schools. Ninety students were in a control group, and 90 received tutoring in reading and mathematics as related to vocational education classes. Students in both groups and the tutors were classified as special needs. Tutors were 60 students, with 30 students in a control group. The study found that the peer tutoring program had limited impact on the improvement of students in mathematics. However, the program had a positive impact on reading, particularly for academically disadvantaged and handicapped students. Tutors increased their mathematics scores, whereas their reading scores decreased. The most useful administrative procedures for the program were orientation workshops for tutors, the selection criteria used for tutors, and the technical assistance and support provided for tutors. Recommendations were made for program improvement. (Includes 59 references and study questionnaires and forms.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC