Children as Teachers; Theory and Research on Tutoring.

Sonst. Personen	Allen, Vernon L. (Hrsg.)
Titel	Children as Teachers; Theory and Research on Tutoring.
Quelle	(1976), (276 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Children; Conceptual Schemes; Cross Age Teaching; History; Individual Instruction; Individualized Programs; Literature Reviews; Research Methodology; Research Skills; Research Utilization; Teaching Methods; Theories; Tutorial Programs; Tutoring; Tutors + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Geschichte; Geschichtsdarstellung; Individuelles Lernen; Individualisierte Ausbildung; Research method; Forschungsmethode; Forschungsleistung; Forschungsumsetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor
Abstract	The use of children to tutor other children in school is the central theme of this volume; secondary themes of the book are helping relationships in general, and cross-age interaction by children. The book is addressed primarily to professionals who have a scholarly interest in this area, but it can be of use to practitioners. The book brings together a multidisciplinary group of scientists who focus their attention on the specific problem of tutoring by children in the schools and on the more general problem of cross-age interaction among children. The first two parts of the book establish the basic theoretical and empirical foundations for practical programs discussed in later chapters. A wide range of theoretical perspectives is offered in Part I. Included are a discussion of the relevant historical background, original theoretical contributions from the perspective of role theory, ethological and cross-cultural research, and social skills theory. Several chapters in Part II discuss original empirical research relevant to cross-age interaction and the impact of tutoring on both the tutor and the tutee. These chapters present new scientific information on topics having practical implications.For instance, social class and ethnic differences in tutoring by young children, teaching by siblings, nonverbal skills and consequences of tutoring for the tutor, and the use of a variety of nonprofessionals as helpers. A central feature of the book is the discussion of a wide range of tutoring programs that operate in the schools. Finally, two chapers in Part IV of the book summarize and integrate an extensive amount of previous research. One chapter critically reviews existing research on tutoring by children. In another chapter, research and experience are used in suggesting the advantages and disadvantages of several alternative decisions which can be made prior to establishing a tutoring program in the school. (Author/AM)
Anmerkungen	Academic Press, 111 Fifth Avenue, New York, N.Y. 10003 ($14.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01