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Heller LR, Fantuzzo JW. Reciprocal Peer Tutoring and Parent Partnership: Does Parent Involvement Make a Difference? SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1993.12085670] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Greenwood CR, Terry B, Marquis J, Walker D. Confirming a Performance-Based Instructional Model. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1994.12085740] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Charles R. Greenwood
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Barbara Terry
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Janet Marquis
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Dale Walker
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
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Lewis TJ, Sugai G, Colvin G. Reducing Problem Behavior Through a School-Wide System of Effective Behavioral Support: Investigation of a School-Wide Social Skills Training Program and Contextual Interventions. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1998.12085929] [Citation(s) in RCA: 89] [Impact Index Per Article: 17.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Greenwood CR, Terry B, Utley CA, Montagna D, Walker D. Achievement, Placement, and Services: Middle School Benefits of Classwide Peer Tutoring used at the Elementary School. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1993.12085669] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | - Barbara Terry
- Juniper Gardens Children's Project University of Kansas
| | | | | | - Dale Walker
- Juniper Gardens Children's Project University of Kansas
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Fantuzzo JW, Rohrbeck CA. Self-Managed Groups: Fitting Self-Management Approaches into Classroom Systems. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1992.12085611] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Dufrene BA, Noell GH, Gilbertson DN, Duhon GJ. Monitoring Implementation of Reciprocal Peer Tutoring: Identifying and Intervening With Students Who Do Not Maintain Accurate Implementation. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086276] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Sytsma M, Panahon C, Houlihan DD. Peer Tutoring as a Model for Language and Reading Skills Development for Students who are English Language Learners. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2019. [DOI: 10.1080/15377903.2019.1597796] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Marcia Sytsma
- Minneapolis Public School District, School Psychology, Minneapolis Public School District, Minneapolis, MN, USA
| | - Carlos Panahon
- Minnesota State University, Mankato College of Social and Behavioral Sciences, Psychology, Mankato, USA
| | - Daniel D. Houlihan
- Minnesota State University, Mankato College of Social and Behavioral Sciences, Psychology, Mankato, USA
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Lazarus MD, Dos Santos JA, Haidet PM, Whitcomb TL. Practicing handoffs early: Applying a clinical framework in the anatomy laboratory. ANATOMICAL SCIENCES EDUCATION 2016; 9:476-87. [PMID: 26849177 DOI: 10.1002/ase.1595] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2015] [Revised: 11/08/2015] [Accepted: 12/14/2015] [Indexed: 05/25/2023]
Abstract
The anatomy laboratory provides an ideal environment for the integration of clinical contexts as the willed-donor is often regarded as a student's "first patient." This study evaluated an innovative approach to peer teaching in the anatomy laboratory using a clinical handoff context. The authors introduced the "Situation, Background, Assessment, Recommendation" (SBAR) handoff framework within the anatomy laboratory. Study participants included 147 second-year medical students completing the head and neck portion of an anatomy course. The authors used mixed methods to evaluate the impact of the anatomic SBAR on the student anatomy laboratory experience. Qualitative analysis of student evaluations revealed three themes which emerged from students' summaries of their anatomic handoff experiences: Learning-by-teaching; Acquiescing to doing more with less; and Distrust of the peer handoff process. All the themes demonstrated that the anatomic handoff encouraged students' focus on the knowledge preparation and reflection. Closed question analysis suggested that that students' perceptions of handoff usefulness were tied to deeper learning strategies. The handoff provided a mechanism for promoting students' focus on anatomical relationships and facilitated students' learning of transferable clinical skills. Together, these results suggest that the introduction of a handoff process in anatomy education provided both a mechanism for learning anatomy and a unique opportunity for early exposure to an essential clinical skill. This clinical and basic science integration may serve as a vertical integration thread which can be woven throughout undergraduate medical education. Future study will focus on exploring the long-term impacts and learning outcomes of this integration. Anat Sci Educ 9: 476-487. © 2016 American Association of Anatomists.
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Affiliation(s)
- Michelle D Lazarus
- Department of Anatomy and Developmental Biology, Centre for Human Anatomy Education, Clayton, Victoria, Australia
| | - Jason A Dos Santos
- Division of Plastic Surgery, Department of Surgery, Pennsylvania State University College of Medicine, Hershey, Pennsylvania
| | - Paul M Haidet
- Department of Medicine, Pennsylvania State University College of Medicine, Hershey, Pennsylvania
| | - Tiffany L Whitcomb
- Department of Comparative Medicine, Pennsylvania State University College of Medicine, Hershey, Pennsylvania
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Williamson DA, Williamson SH, Watkins PC, Hughes HH. Increasing Cooperation among Children Using Dependent Group-Oriented Reinforcement Contingencies. Behav Modif 2016. [DOI: 10.1177/01454455920163007] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This investigation evaluated the differential effectiveness of two reinforcement contingencies for improving cooperation among students when solving a mathematics estimation task. The two reinforcement paradigms were a dependent group-oriented contingency and an individual reinforcement contingency. Subjects were 371 children enrolled in grades 2 through 5 at two public schools. The two schools were randomly assigned to the two reinforcement conditions. The estimation task required guessing the number of objects in a container on three occasions, at weekly intervals. Feedback (high, low, or correct) was provided each week. Results showed that the group reinforcement contingency resulted in superior estimation accuracy and was associated with a higher degree of cooperation among students. These findings were discussed within the context of the literature pertaining to group-oriented reinforcement contingencies for improving cooperation and academic skills.
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McDonnell J, Kiefer-O'Donnell R. Educational Reform and Students With Severe Disabilities. JOURNAL OF DISABILITY POLICY STUDIES 2016. [DOI: 10.1177/104420739200300204] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Educational reform has had a significant impact on the structure of public education over the last decade. However, the needs of children with severe disabilities have essentially been ignored in this process. This paper explores the relationship between third-wave educational reforms and the development of public educational programs for students with severe disabilities. This examination highlights the striking similarities in focus and approach between these two initiatives. Issues which are preventing the inclusion of children with severe disabilities in reform efforts are identified and discussed.
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Abstract
As instructional consultants, school psychologists must often help teachers choose and implement new instructional methodologies of potential benefit to students. Co-operative learning is one of these instructional approaches. During the past few years it has garnered a great deal of teacher and administrative interest, making it important that psychologists understand the nature of cooperative learning, the thrust of research, difficulties teachers might face and what they can do to support implementation. This article addresses these concerns.
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Liew SC, Sow CF, Sidhu J, Nadarajah VD. The near-peer tutoring programme: embracing the 'doctors-to-teach' philosophy--a comparison of the effects of participation between the senior and junior near-peer tutors. MEDICAL EDUCATION ONLINE 2015; 20:27959. [PMID: 26356229 PMCID: PMC4565062 DOI: 10.3402/meo.v20.27959] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2015] [Revised: 07/15/2015] [Accepted: 07/22/2015] [Indexed: 05/25/2023]
Abstract
BACKGROUND While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors' perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. METHODS Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. RESULTS The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students' evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). CONCLUSIONS Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.
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Affiliation(s)
- Siaw-Cheok Liew
- Department of Clinical Skills and Simulation Centre, International Medical University, Kuala Lumpur, Malaysia
| | - Chew-Fei Sow
- Department of Clinical Skills and Simulation Centre, International Medical University, Kuala Lumpur, Malaysia
| | - Jagmohni Sidhu
- Department of Clinical Skills and Simulation Centre, International Medical University, Kuala Lumpur, Malaysia
| | - Vishna Devi Nadarajah
- Teaching and Learning Office, Department of Human Biology, International Medical University, Kuala Lumpur, Malaysia;
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Zentall SS, Tom-Wright K, Lee J. Psychostimulant and sensory stimulation interventions that target the reading and math deficits of students with ADHD. J Atten Disord 2013; 17:308-29. [PMID: 22286108 DOI: 10.1177/1087054711430332] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
OBJECTIVE The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving sensory stimulation. METHOD A comprehensive examination of the literature was conducted on children with ADHD with and without co-occurring disabilities, summarizing their reading and math achievement and the effects of psychostimulant and sensory stimulant interventions on these academic areas. RESULTS Students without co-occurring disabilities (ADHD-) had fewer deficits in reading than in math and than students with co-occurring disabilities (ADHD+). Furthermore, students with ADHD+ demonstrated greater responsiveness to psychostimulants through improved reading recognition and math calculations, with limited gains in literal reading comprehension. Added sensory stimulation produced differential gains for both groups in reading recognition and comprehension and in math calculations and problem solving. CONCLUSION The efficacy of psychostimulants was documented on specific areas of achievement for the ADHD+ group, but this review did not support the administration of psychostimulants for students with ADHD-. For both groups of students, differential gains, losses, and habituation were documented in response to sensory stimulation for both subareas within reading and math, which were interpreted as support for the optimal stimulation theory.
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Williams B, McKenna L, French J, Dousek S. Measurement properties of a peer-teaching scale for nursing education. Nurs Health Sci 2013; 15:368-73. [PMID: 23480236 DOI: 10.1111/nhs.12040] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2012] [Revised: 11/29/2012] [Accepted: 12/30/2012] [Indexed: 11/28/2022]
Affiliation(s)
- Brett Williams
- Department of Community Emergency Health and Paramedic Practice; Monash University; Melbourne; Victoria; Australia
| | - Lisa McKenna
- School of Nursing and Midwifery; Monash University; Melbourne; Victoria; Australia
| | - Jill French
- School of Nursing and Midwifery; Monash University; Melbourne; Victoria; Australia
| | - Simon Dousek
- Department of Community Emergency Health and Paramedic Practice; Monash University; Melbourne; Victoria; Australia
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Fueyo V, Bushell D. USING NUMBER LINE PROCEDURES AND PEER TUTORING TO IMPROVE THE MATHEMATICS COMPUTATION OF LOW-PERFORMING FIRST GRADERS. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1998.31-417] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Dioso-Henson L. The Effect of Reciprocal Peer Tutoring and Non-Reciprocal Peer Tutoring on the Performance of Students in College Physics. ACTA ACUST UNITED AC 2012. [DOI: 10.7227/rie.87.1.3] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Price KW, Floyd RG, Fagan TK, Smithson K. Journal article citation classics in school psychology: Analysis of the most cited articles in five school psychology journals. J Sch Psychol 2011; 49:649-67. [DOI: 10.1016/j.jsp.2011.10.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2011] [Accepted: 10/04/2011] [Indexed: 12/01/2022]
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Protective factors at school: reciprocal effects among adolescents' perceptions of the school environment, engagement in learning, and hope. J Youth Adolesc 2011; 40:1568-80. [PMID: 21298474 DOI: 10.1007/s10964-011-9637-7] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2010] [Accepted: 01/27/2011] [Indexed: 10/18/2022]
Abstract
Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students' behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest, students' perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students' perceptions of autonomy, teacher/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time.
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Considering Peer Assisted Learning Methods in New Zealand's Special Needs Education Sector. JOURNAL OF SPECIAL EDUCATION AND REHABILITATION 2011. [DOI: 10.2478/v10215-011-0014-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
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Daly EJ. A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. J Appl Behav Anal 2010; 27:459-69. [PMID: 16795833 PMCID: PMC1297827 DOI: 10.1901/jaba.1994.27-459] [Citation(s) in RCA: 95] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
The instructional hierarchy is a behavior-analytic model that links level of academic skill development (i.e., acquisition, fluency, generalization, adaptation) with appropriate instructional techniques. The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages. Subjects were 4 male students with learning disabilities who ranged in age from 8 years 10 months to 11 years 11 months. A multielement design was used to compare the effects of the three interventions to each other and to baseline. Results indicated that the listening passage preview intervention (which contained modeling, drill, and generalization components) produced the largest performance gains. The implications of these results for selecting academic interventions based on the instructional hierarchy are discussed.
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Wexler J, Vaughn S, Roberts G, Denton CA. The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities. LEARNING DISABILITIES RESEARCH & PRACTICE : A PUBLICATION OF THE DIVISION FOR LEARNING DISABILITIES, COUNCIL FOR EXCEPTIONAL CHILDREN 2010; 25:2-10. [PMID: 21076693 PMCID: PMC2980335 DOI: 10.1111/j.1540-5826.2009.00296.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9-12. Students were paired within classes and pairs were randomly assigned to one of three groups: repeated reading (N = 33), wide reading (N = 34), or typical instruction (N = 29). Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Results indicated no overall statistically significant differences for any condition, with effect sizes ranging from -.31 to .27. Findings do not support either approach for severely impaired readers at the high school level. We hypothesize that these students require more intensive interventions that include direct and explicit instruction in word- and text-level skills as well as engaged reading practice with effective feedback.
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Spörer N, Brunstein JC. Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2009. [DOI: 10.1016/j.cedpsych.2009.06.004] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Neddenriep CE, Skinner CH, Wallace MA, McCallum E. ClassWide Peer Tutoring: Two Experiments Investigating the Generalized Relationship Between Increased Oral Reading Fluency and Reading Comprehension. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2009. [DOI: 10.1080/15377900802487185] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Loke AJTY, Chow FLW. Learning partnership—the experience of peer tutoring among nursing students: A qualitative study. Int J Nurs Stud 2007; 44:237-44. [PMID: 16412444 DOI: 10.1016/j.ijnurstu.2005.11.028] [Citation(s) in RCA: 71] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2005] [Revised: 11/23/2005] [Accepted: 11/26/2005] [Indexed: 11/29/2022]
Abstract
BACKGROUND Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do. OBJECTIVE This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme. STUDY METHOD Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process. RESULTS Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment. CONCLUSIONS Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.
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Affiliation(s)
- Alice J T Yuen Loke
- School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Hong Kong.
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Glynn LG, MacFarlane A, Kelly M, Cantillon P, Murphy AW. Helping each other to learn--a process evaluation of peer assisted learning. BMC MEDICAL EDUCATION 2006; 6:18. [PMID: 16524464 PMCID: PMC1458341 DOI: 10.1186/1472-6920-6-18] [Citation(s) in RCA: 86] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2005] [Accepted: 03/08/2006] [Indexed: 05/07/2023]
Abstract
BACKGROUND The benefits of Peer Assisted Learning (PAL) are well established with positive effects on examination scores, student satisfaction and personal and professional development reported. PAL is increasingly utilised as a resource within medical education where the restrictions on resources have forced teachers to look at creating new educational environments which can be delivered at a lower cost. This study sought to evaluate the processes at work as the emphasis of PAL research to date has largely been on the consideration of student outcomes. METHODS Fifth-year medical undergraduates, who had completed their communication skills modular training and attended a preparatory workshop, facilitated a role-play session for their second-year colleagues within an Early Patient Contact programme. Semi-structured interviews and focus groups were used to collect data at different time points in order to establish the views of peer learners and tutors towards this new method of teaching. The data was analysed according to the principles framework analysis using N-vivo software. Themes were shared and debated with the multidisciplinary team of authors and a concordance of views on common themes was reached after discussion and debate. RESULTS Analysis of the data resulted in the emergence of three thematic categories: Learning Environment, Educational Exchange and Communication and Modelling. The data demonstrated a concordance of the views between peer tutors and learners on barriers and levers of this approach as well as a heightened awareness of the learning environment and the educational exchange occurring therein. CONCLUSION The data is significant as it not only demonstrates a high level of acceptability among tutors and learners for PAL but also indicates the reciprocity of educational exchange that appears to occur within the PAL setting. This study highlights some of the unique characteristics of PAL and we recommend the development of further qualitative studies around peer learners and tutors views of this process.
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Affiliation(s)
- Liam G Glynn
- Department of General Practice, Clinical Science Institute, National University of Ireland, Galway, Ireland
| | - Anne MacFarlane
- Department of General Practice, Clinical Science Institute, National University of Ireland, Galway, Ireland
| | - Maureen Kelly
- Department of General Practice, Clinical Science Institute, National University of Ireland, Galway, Ireland
| | - Peter Cantillon
- Department of General Practice, Clinical Science Institute, National University of Ireland, Galway, Ireland
| | - Andrew W Murphy
- Department of General Practice, Clinical Science Institute, National University of Ireland, Galway, Ireland
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Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications. EDUCATIONAL PSYCHOLOGY REVIEW 2005. [DOI: 10.1007/s10648-005-8137-2] [Citation(s) in RCA: 75] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Rohrbeck CA, Ginsburg-Block MD, Fantuzzo JW, Miller TR. Peer-assisted learning interventions with elementary school students: A meta-analytic review. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2003. [DOI: 10.1037/0022-0663.95.2.240] [Citation(s) in RCA: 307] [Impact Index Per Article: 14.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Davies S, Witte R. Self-Management and Peer-Monitoring within a group contingency to decrease uncontrolled verbalizations of children with Attention-Deficit/hyperactivity disorder. PSYCHOLOGY IN THE SCHOOLS 2000. [DOI: 10.1002/(sici)1520-6807(200003)37:2<135::aid-pits5>3.0.co;2-u] [Citation(s) in RCA: 53] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Griffin MM, Griffin BW. An Investigation of the Effects of Reciprocal Peer Tutoring on Achievement, Self-Efficacy, and Test Anxiety. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 1998; 23:298-311. [PMID: 9665792 DOI: 10.1006/ceps.1998.0971] [Citation(s) in RCA: 52] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Reciprocal peer tutoring (RPT) is a cooperative learning strategy which capitalizes on the benefit students receive from preparing to tutor one another. In these experiments we investigated the effects of RPT on the academic achievement, academic self-efficacy, and test anxiety of undergraduate students. Undergraduate education majors enrolled in either human growth and development or educational psychology participated in the study. Students developed a series of test questions, used these questions to quiz each other prior to unit examinations, and provided corrective feedback to the questions. Statistically significant findings were inconsistent across the experiments. In short, RPT appears to have, at best, inconsistent effects on achievement, test anxiety, and academic self-efficacy. Copyright 1998 Academic Press.
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Affiliation(s)
- MM Griffin
- Department of Curriculum, Foundations, and Research, Georgia Southern University
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Durlak JA, Wells AM. Primary prevention mental health programs: the future is exciting. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 1997; 25:233-243. [PMID: 9226868 DOI: 10.1023/a:1024674631189] [Citation(s) in RCA: 16] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Current outcome research on primary prevention mental health programs is encouraging and the future is exciting. Data continue to accumulate regarding the efficacy of preventive intervention. Exemplary programs can prevent multiple problems across different outcome domains suggesting the need for collaboration among preventionists across disciplines and research areas. The commentators on our review (Durlak and Wells, 1997) offered many useful suggestions to improve the next generation of research. Most recommendations fall broadly under the rubric of increasing the precision of theory, design, and program evaluation. If current recommendations for improving future research are followed, the next reviewers of primary prevention mental health programs for children and adolescents will have a more complete and useful database for analysis.
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Affiliation(s)
- J A Durlak
- Department of Psychology, Loyola University Chicago, Illinois 60626, USA
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Phillips NB, Fuchs LS, Fuchs D. Effects of classwide curriculum-based measurement and peer tutoring: a collaborative researcher-practitioner interview study. JOURNAL OF LEARNING DISABILITIES 1994; 27:420-434. [PMID: 7930936 DOI: 10.1177/002221949402700703] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Recent research and development has integrated computer-managed classwide curriculum-based measurement (CBM) and peer tutoring (PT) to help general educators adapt instruction to address the diverse needs of their students. The purpose of this study was to gain insight into the teachers' perspective on the advantages and disadvantages of these methods. Twenty general education teachers participating in a project that combined CBM and PT were interviewed regarding (a) ways in which the project had affected their students and their instruction, (b) their level of satisfaction with the project, and (c) shortcomings of the project. An unusual feature of this study was that in attempting to take advantage of the insider information possessed by the educators, we involved the teachers in developing the actual interview questions. Teachers specified a large number of academic, social, and instructional benefits of the methods, and they identified several weaknesses that should be addressed. Implications are discussed in terms of the development of other educational innovations and the use of CBM and PT in general education classrooms that include students with learning disabilities.
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Affiliation(s)
- N B Phillips
- Department of Special Education, Peabody College of Vanderbilt University
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Srebnik DS, Elias MJ. An ecological, interpersonal skills approach to drop-out prevention. THE AMERICAN JOURNAL OF ORTHOPSYCHIATRY 1993; 63:526-535. [PMID: 8267092 DOI: 10.1037/h0079484] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Interventions to keep students in school have tended to be deficit-oriented and have met with little success. Attention to the school ecology and its ability to support the diverse needs and interests of students, and efforts to increase students' engagement and teach them skills to meet everyday challenges are proposed that begin long before students become disengaged from school.
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Affiliation(s)
- D S Srebnik
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle
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Greenwood CR, Terry B, Arreaga-Mayer C, Finney R. The classwide peer tutoring program: implementation factors moderating students' achievement. J Appl Behav Anal 1992; 25:101-16. [PMID: 1582960 PMCID: PMC1279659 DOI: 10.1901/jaba.1992.25-101] [Citation(s) in RCA: 67] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity.
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Affiliation(s)
- C R Greenwood
- Juniper Gardens Children's Project, University of Kansas
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House JD, Wohlt V. Effect of tutoring on voluntary school withdrawal of academically underprepared minority students. J Sch Psychol 1991. [DOI: 10.1016/s0022-4405(05)80005-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Harper GF, Mallette B, Moore J. PEER‐MEDIATED INSTRUCTION: TEACHING SPELLING TO PRIMARY SCHOOLCHILDREN WITH MILD DISABILITIES. ACTA ACUST UNITED AC 1991. [DOI: 10.1080/0748763910070205] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Greenwood CR. CLASSWIDE PEER TUTORING: LONGITUDINAL EFFECTS ON THE READING, LANGUAGE, AND MATHEMATICS ACHIEVEMENT OF AT‐RISK STUDENTS. ACTA ACUST UNITED AC 1991. [DOI: 10.1080/0748763910070203] [Citation(s) in RCA: 26] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Fantuzzo JW, Polite K, Grayson N. An evaluation of reciprocal peer tutoring across elementary school settings. J Sch Psychol 1990. [DOI: 10.1016/0022-4405(90)90021-x] [Citation(s) in RCA: 24] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Kohler FW, Greenwood CR. Effects of collateral peer supportive behaviors within the classwide peer tutoring program. J Appl Behav Anal 1990; 23:307-22. [PMID: 2249967 PMCID: PMC1286242 DOI: 10.1901/jaba.1990.23-307] [Citation(s) in RCA: 38] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
A classwide peer tutoring procedure was implemented in an urban elementary school classroom to improve students' spelling performance. Three students combined untrained or collateral tutoring behaviors with the core behaviors initially taught. To explore the function of these natural and spontaneous behaviors, a multielement single-subject experiment with replications was conducted. Results indicated that the additional tutoring behaviors increased (a) the academic response frequencies of 3 tutees and (b) the weekly spelling achievement of 1 target tutee. The remaining class members were successfully taught and continued to use these behaviors over the final 3 weeks of the school year. These findings are discussed with regard to academic instruction, natural communities of peer reinforcement, and the social validation of intervention procedures.
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Affiliation(s)
- F W Kohler
- Allegheny-Singer Research Institute, Pittsburgh, Pennsylvania 15212-9986
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Wacker DP, Berg WK, Choisser L, Smith J. Evaluation of the generalized effects of a peer-training procedure with moderately retarded adolescents. J Appl Behav Anal 1989; 22:261-73. [PMID: 2793633 PMCID: PMC1286178 DOI: 10.1901/jaba.1989.22-261] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
The use of peer-training procedures by moderately mentally retarded adolescents was evaluated in two experiments. In Experiment 1, 2 students received instruction on peer-training skills to teach a vocational task to 7 classmates. Following instruction, both peer trainers were successful in teaching their classmates to perform the target task and a second untrained (generalization) task. In Experiment 2, 1 peer trainer taught 3 peers to use picture prompts to complete one or two complex vocational tasks. Following instruction by the peer trainer, the trainees independently used novel pictures on novel tasks. The results of both experiments indicate that peer training with moderately handicapped students can be an effective instructional procedure, with generalization occurring for both the trainers (Experiment 1) and the trainees (Experiment 2).
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Affiliation(s)
- D P Wacker
- University Hospital School, University of Iowa, Iowa City 52242
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