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This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor–tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments. Twenty-two tutors received training in content knowledge and the other twenty-five tutors in tutoring skills. Tutors formulated written feedback immediately after the training. Tutees first interpreted the tutor feedback and then used it to revise their research questions. The results showed that tutors trained in tutoring skills formulated more effective feedback than tutors trained in content knowledge. In addition, tutees helped by tutoring-skills tutors found the feedback more motivating than those helped by content-knowledge tutors. However, no differences were found in tutee performance on revision. The findings are discussed in terms of the set-up of this study and implications for improving the effectiveness of peer tutoring. 相似文献
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Mark J. Jordans Annalise S. Keen Hima Pradhan Wietse A. Tol 《International journal for the advancement of counseling》2007,29(1):57-68
The aims of this qualitative study were (1) to add to the understanding of the growing field of psychosocial counselling in
Nepal, and (2) gather concrete points for improvement of services. Semi-structured interviews were conducted with clients
(n = 34), para-professional counsellors (n = 26) and managers (n = 23) of organizations in which psychosocial counselling was taking place. The main findings were that stakeholders generally
presented a positive view of the significance and supportive function of psychosocial counselling, while providing useful
suggestions for improvement. Matters of ongoing training and supervision, confidentiality and integration of counselling within
mainstream care provision need to be addressed and potentially adapted. Implications for other non-Western countries with
little mental health resources are discussed. 相似文献
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《Contemporary educational psychology》1998,23(3):298-311
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. 相似文献
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Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge
in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small effect on a composite score of phoneme awareness
(d = 0.29) and a large effect on receptive letter knowledge (d = 0.88). In first grade, however, this did not result in beneficial effects for the experimental group in word reading and
spelling. Results are compared to three former intervention studies in The Netherlands and comparable studies from Denmark
and Australia. 相似文献
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Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
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This study investigated the effectiveness of assessing young children’s meta-cognition in different contexts (i.e., individual
learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural
meta-cognition in IL and PAL, TOM and language ability on children’s cognitive performance (recalling a series of pictures)
were examined. Sixty-four 4–5-year-old children (M = 5.14; SD = 0.72), randomly selected from two Israeli kindergartens, participated in the study. Children were first asked
in an individualized setting to recall a series of nine pictures; they were then asked (self-report) to tell the interviewer
how they tried to recall the pictures. Finally, they were asked to assist a peer in recalling the pictures in a PAL situation.
All the children’s verbal and non-verbal behaviors were coded and analyzed. In addition, the children’s language ability and
Theory of Mind (TOM) were assessed. The findings indicated significant differences between children’s declarative (self-report)
and procedural meta-cognitive behavior in IL and PAL. Procedural meta-cognition in PAL and TOM predicted cognitive performance
even when procedural meta-cognition in IL, declarative meta-cognition and language ability were controlled for. The findings
are discussed in light of recent research on meta-cognition in young children. 相似文献
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Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These
codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains
an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated
the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software
version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of
cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of
the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those
children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student
model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and
were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition,
children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory
sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal
learning environment. 相似文献
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The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment
effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from
13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly
assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills
and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students
outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency,
spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure,
suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction. 相似文献
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Thomas E. Scruggs Margo A. Mastropieri Lisa Marshak 《Learning disabilities research & practice》2012,27(1):12-20
Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized materials and parent training. After 18 weeks of instruction, posttest data revealed that students in the experimental condition gained significantly more than students in the traditional instruction condition. These effects were observed on content included in the tutoring intervention, as well as on related content that was taught but not included in the tutoring intervention. Results are discussed within the context of recent research on inclusive secondary content area instruction. 相似文献
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In two experiments, cross-age and peer tutoring interventions conducted within special education settings were compared. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students acted as tutors of younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited academic gains. Only in Experiment 1, however, were attitudinal gains observed. Implications for future research and practice are given. 相似文献
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The development of deeper understanding and transferable skills in science requires continuous interactive discussion and feedback and extended practice in various contexts for generalisation. In primary schools, these desiderata are difficult to supply through direct teacher instruction, but might be feasible through interactive peer tutoring. This study aimed to evaluate cognitive and affective gains from cross-age peer tutoring for both tutees and tutors in science, using the “paired science” programme. For the first time this programme was used to focus on peer rather than parent tutoring and on junior school rather than early years pupils, and for the first time an objective measure of cognitive gain in science was used. Experimental peer tutees were a whole class (n=32) of seven- to eight-year-olds; tutors a whole class (n=33) of eight- to nine-year-olds in the same school. A parallel composite class of seven- to nine-year-olds (n=24) served as controls for tutees and tutors. A peer tutoring paired science intervention was implemented for two 30-minute sessions per week for eight weeks. Video and observational data indicated implementation integrity was satisfactory. Pre- and post-project assessments of understanding of scientific concepts and keywords of a random sample of tutees, tutors and their respective controls (4×n=10) were conducted. Additionally, the attitudes of all the tutees, tutors and their teachers towards their experiences were explored by post hoc questionnaire. On pre-post assessments of understanding of scientific concepts and keywords, the experimental group made significant gains while the control group made no gains, yielding effect sizes greater than one. Tutees made greater gains than tutors. The attitudes of the paired scientists and their teachers towards their experiences were generally very positive. It was concluded that cross-age peer tutoring of science using the paired science programme offers an effective pedagogical strategy, with both cognitive and affective benefits for both tutors and tutees. Recommendations for future research are made. 相似文献
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Gary L. Cates 《Psychology in the schools》2005,42(6):637-646
This study investigated the functional relationship between student accurate response levels and two mathematics drill procedures using a BCBC across participant's single case research design (in this case, “B” represents peer drill and “C” represents computer drill). Each of four elementary school students was randomly assigned to one of two dyads and presented addition flashcards under a computerized drill condition and a peer‐mediated drill condition. In both conditions, students were drilled for 3 minutes on addition facts with immediate feedback (i.e., “Correct” or “Not correct”). Results suggested that the two somewhat older students showed higher levels of accurate responding in the computer condition, while the two younger students showed higher levels of accurate responding in the peer‐tutoring condition. Discussion focuses on potential hypotheses for performance discrepancies across dyads, importance of matching instructional conditions with idiosyncratic variables, and implications for practice and future research. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 637–646, 2005. 相似文献
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Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
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We examined whether university students who report a significant history of reading difficulties (RD; n = 24) differed from university students with no history of reading difficulties (NRD; n = 31) in how sentence context affects word recognition. Experiment 1 found no differences in how congruent sentence primes
or syntactic manipulations of the sentence primes affected the performance of the two groups. However, only the RD group displayed
a significant inhibition effect when the target word was preceded by an incongruent sentence prime. Experiment 2 found that
the groups differed in how meaning frequency of the target word and context strength of the sentence prime affected word recognition
latencies. The results suggest that the RD participants’ performance is context-sensitive and better explained by interactive
models of language processing than by modular models. 相似文献
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A multiple baseline research design across subjects (pairs) was used to examine the effectiveness of peer tutoring in reading using the Pause, Prompt and Praise tutoring procedure. Twelve 11 year‐old, Year 6 students of varying reading ability were trained in the systematic use of delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tutor behaviours were examined using a statistical programme specifically designed for analysing data from interrupted time series research designs. A one‐tailed t‐test was also computed to test for significant differences in pre‐ and post‐test means in reading achievement. Continuous data collection throughout the programme indicated that all peers were effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. Both peer tutors and tutees made statistically significant gains in reading accuracy and comprehension over the course of the intervention. 相似文献
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Juan Antonio Moreno Murcia José Antonio Vera Lacárcel Fernando Del Villar Álvarez 《European Journal of Psychology of Education - EJPE》2010,25(1):37-47
The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of
perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with
two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of
Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of
the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale
(EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires
were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based
teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational
orientation. 相似文献
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Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of
the learning process (Winne and Hadwin in Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.), Metacognition in educational theory and practice (pp. 227–304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and
make confidence judgments. One treatment class (N = 21) engaged in process-oriented comprehension monitoring training while the other (N = 24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed
that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance
than students in two comparison classes (N = 47, N = 26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains
in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring
training at the elementary school level are discussed.
相似文献
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