The Effect of Teacher, Paraprofessional, and Peer Monitoring on Student Learning.

Autor/inn/en	Spencer, Ronald; Martin, Oneida
Titel	The Effect of Teacher, Paraprofessional, and Peer Monitoring on Student Learning.
Quelle	(1992), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Grade 7; Grade 8; Helping Relationship; Junior High School Students; Junior High Schools; Learning Activities; Learning Strategies; Outcomes of Education; Peer Teaching; Positive Reinforcement; Research Needs; Student Role; Teacher Aides; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Helfende Beziehung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Peer group teaching; Peer Group Teaching; Forschungsbedarf; Handreichung; Lehrerhilfe; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teacher monitoring of seatwork and homework is viewed as an important instructional behavior that influences student learning. The literature suggests that monitoring can be equally successful utilizing other support systems, such as teacher aides and peer coaches. This study examines the effects of monitoring on student learning as provided by regular teachers, teacher aides, and peer helpers, and the effects of non-monitoring. Seventh-grade students (N=30) and eighth-grade students (N=13) were randomly selected from math classes and assigned to one of four groups. The first group was monitored by a teacher; the second group received peer assistance; in the third group students worked independently; and the fourth group was assigned to a paraprofessional. Data from pretests and posttests, daily grades, quiz grades, final test grades, and I.Q. scores were recorded, averaged, ranked, and compared within and between groups. A data summary indicates that achievement scores were the same whether students were monitored by teacher aides, peer coaches, or regular teachers, suggesting that peer coaches and paraprofessionals are a valuable resource for monitoring students' work. Little attention has been given to the nature of teachers' monitoring skills; further research should be conducted to identify effective monitoring behaviors. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC