互惠与非互惠同伴辅导对学业失败风险学生的相对效果。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-12-01 DOI:10.1037/A0018174

Keri F. Menesses, F. Gresham

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引用次数: 47

摘要

本研究直接比较了互惠同伴辅导、非互惠同伴辅导和等候名单对照组的学业成绩。参与者包括来自二年级、三年级和四年级的59名小学生，他们在课程基础测量(CBM)数学测试中的表现低于平均水平。参与同伴辅导的学生被训练使用一个恒定的时间延迟程序来辅导基本的数学事实。结果表明，两种类型的同伴辅导在基本数学知识方面产生了相当的收益。此外，两种类型的同伴辅导都比等候名单对照组产生了更大的学术收益，这表明有风险的学生可以成功地互相辅导。

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Relative Efficacy of Reciprocal and Nonreciprocal Peer Tutoring for Students At-Risk for Academic Failure.

This study directly compared the academic gains of reciprocal peer tutoring, nonreciprocal peer tutoring, and a waiting-list control group. Participants included 59 elementary students from second-, third-, and fourth-grade classrooms who performed below average on curriculum-based measurement (CBM) math probes. Students involved in peer tutoring were trained to tutor basic math facts using a constant time delay procedure. Results indicated that the two types of peer tutoring produced comparable gains in basic math facts. Furthermore, both types of peer tutoring produced substantially larger academic gains than the waiting-list control group, demonstrating at-risk students can successfully tutor each other.

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

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期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.