Classwide Peer Tutoring for Elementary and High School Students at Risk: Listening to Students' Voices

Autor/inn/en	Ayvazo, Shiri; Aljadeff-Abergel, Elian
Titel	Classwide Peer Tutoring for Elementary and High School Students at Risk: Listening to Students' Voices
Quelle	In: Support for Learning, 29 (2014) 1, S.76-92 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12047
Schlagwörter	Peer Teaching; Individualized Instruction; Disabilities; Behavior Problems; Physical Education; Teaching Methods; Interaction; Peer Relationship; At Risk Students; Antisocial Behavior; Urban Schools; Charter Schools; Student Reaction; Elementary School Students; High School Students; Grade 3; Grade 8 + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Individualisierender Unterricht; Handicap; Behinderung; Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Peer-Beziehungen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Schülerkritik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 03; 3. Schuljahr; Schuljahr 03; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Teaching has become a very challenging profession with the requirements to provide appropriate individualised instruction in large and diverse classes. Problem behaviours displayed by students with special needs exacerbate the difficulties. This is especially true and intense in physical education, where students are exposed to extreme emotional situations under physical demands. Classwide peer tutoring (CWPT) is an evidence-based teaching strategy that involves programmed interactions between peers and holds promise for the education of students at risk who display antisocial behaviours. This article discusses the implementation and modification of CWPT in third and eighth grades in a K-12 inner-city charter school in the USA, directed towards students who have special educational and social needs. First, the two CWPT applications are described. Second, authors share the students' reactions to the pedagogy. Third, based on students' responses and the teacher's accumulated experience delivering CWPT, the article discusses how to tailor CWPT better to each of the grade levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10