Effects of Team Competition versus Team Cooperation in Classwide Peer Tutoring

Autor/inn/en	Madrid, Leasher Dennis; Canas, Madeline; Ortega-Medina, Mona
Titel	Effects of Team Competition versus Team Cooperation in Classwide Peer Tutoring
Quelle	In: Journal of Educational Research, 100 (2007) 3, S.155-160 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.3200/JOER.100.3.155-160
Schlagwörter	Competition; Tutoring; Peer Teaching; English (Second Language); High Risk Students; Comparative Analysis; Low Achievement; Achievement Tests; Conventional Instruction; Teaching Methods; Student Centered Curriculum; Teamwork; Cooperative Learning; Bilingual Students; Spanish Speaking; Grade 3; Instructional Effectiveness; Metropolitan Achievement Tests + Suchen Sie Ihr Suchwort? Wettkampf; Förderkonzept; Nachhilfeunterricht; Peer group teaching; Peer Group Teaching; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; Unterdurchschnittliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; School year 03; 3. Schuljahr; Schuljahr 03; Unterrichtserfolg
Abstract	Sixteen Hispanic Spanish/English bilingual children (6 boys and 10 girls) participated in a single-subject design study. Their chronological ages ranged from 8 to 9.5 years. The classroom teacher identified all the children as "academic at risk" on the basis of a history of poor academic performance in spelling and low scores on the Metropolitan Achievement Tests (G. Prescott, I. Balow, T. Hogan, & R. Farr, 1978). The teachers assigned the students to each instructional condition according to a randomly selected sequence of instructional order. The 3 instructional interventions were (a) competitive team peer tutoring, (b) cooperative team peer tutoring, and (c) standard teacher-led instruction. The results of the study showed that although team competition and team cooperation resulted in higher levels of correct responding relative to the standard teacher-led condition, cooperative team peer tutoring resulted in the highest rate of correct responding. Practical implications of the findings are discussed. (Contains 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10