Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions

Autor/inn/en	McDuffie, Kimberly A.; Mastropieri, Margo A.; Scruggs, Thomas E.
Titel	Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions
Quelle	In: Exceptional Children, 75 (2009) 4, S.493-510 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Intervention; Peer Teaching; Tutoring; Teaching Methods; Teacher Student Relationship; Grade 7; Disabilities; Team Teaching; Classroom Environment; Achievement Gains; Mainstreaming; Regular and Special Education Relationship; Middle School Students; Science Instruction; Special Needs Students + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 07; 7. Schuljahr; Schuljahr 07; Handicap; Behinderung; Teamteaching; Klassenklima; Unterrichtsklima; Achievement gain; Leistungssteigerung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sonderpädagogischer Förderbedarf
Abstract	Differential effects of a peer-tutoring intervention on the academic achievement of 203 7th-grade science students with and without disabilities in co-teaching and non-co-teaching settings were examined over an 8-week period. Impact of peer tutoring was assessed using a 2 condition by 2 settings by 2 types of students analysis of covariance with pretests as covariates. Results indicate that the peer-tutoring intervention was associated with improvements in student performance, and students in co-teaching settings perform better than those in non-co-teaching settings, but no additional value was added when peer tutoring was implemented in co-taught classrooms. Because co-teaching is increasingly used for teaching students with disabilities in general education classroom settings, implications of these findings for current practice and the need for future research are discussed. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10