Classwide Peer Tutoring in a Martial Arts Alternative Education Program: Enhancing Social and Psychomotor Skills

Autor/inn/en	Ayvazo, Shiri; Aljadeff-Abergel, Elian
Titel	Classwide Peer Tutoring in a Martial Arts Alternative Education Program: Enhancing Social and Psychomotor Skills
Quelle	In: Preventing School Failure, 63 (2019) 4, S.359-368 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2019.1619509
Schlagwörter	Nontraditional Education; Skill Development; Psychomotor Skills; Interpersonal Competence; Class Activities; At Risk Students; Urban Schools; Charter Schools; Grade 3; Elementary School Students; Instructional Effectiveness; Educational Strategies; Physical Education; Public Schools; Reciprocal Teaching; Low Income Students; Peer Teaching; Tutoring + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Psychomotorische Aktivität; Interpersonale Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; School year 03; 3. Schuljahr; Schuljahr 03; Unterrichtserfolg; Lehrstrategie; Körpererziehung; Sportunterricht; Public school; Öffentliche Schule; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht
Abstract	Alternative Education Settings (AES) aim to provide active and inspiring instructional strategies that would reengage students at-risk in learning and improve their academic achievements. Classwide Peer Tutoring (CWPT) is an evidence-based instructional method that when combined with behaviorally oriented procedures yields positive effects on academic performance. The purpose of this study was to examine whether CWPT could advance the social and motor performance of four third-grade students in an innovative martial arts program in an urban charter school. An ABAB single subject design was used to examine the effects of CWPT on social skills (i.e., providing and receiving feedback) and correct motor performance. Results suggested improvement in social performance for three participants and mixed results for motor performance. Implications for practice in AES programs are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01