‘Shared Reading’: an experiment in peer tutoring in the primary classroom     

C. A. Atherley 《Educational studies》1989,15(2):145-153

A 12‐week peer tutoring reading programme named ‘Shared Reading’ was conducted with a class of SPA primary school children. Significant reading gains were shown by the class at the end of the experimental period when compared to a matched control group. The gains were not maintained when the children reverted back to individual silent reading. Before the programme the children had exhibited poor reading behaviours—whilst the class had a splintered social structure. During the programme the level of on‐task reading behaviours rose considerably and more positive social behaviours were noted in the class with more friendliness, cohesion and co‐operation between the children. The belief that the gains of the children informally acting as ‘tutors’ would be adversely affected by them helping their less able peers was not supported since the ‘tutors’ made more reading gain than the Hutees’. It is concluded that peer tutoring is an under‐used teaching strategy which, if used appropriately, can be a valuable and enjoyable one for teachers and pupils.  相似文献   

The Implementation of a Positive Behaviour Management Programme in a Primary Classroom: a case study     

Carole Atherley 《School Leadership & Management》2013,33(2-3):213-228

This paper will both describe and discuss the application of stimulus and contingency control methods (positive behaviour management) in an attempt to elicit more socially and academically positive behaviour from the class of children in the case study. The programme was preceded by a comprehensive cognitive, behavioural and social assessment of the class, undertaken in the first term of the school year, which determined the nature of the intervention. The quantitative results of the positive behaviour management programme are analysed and discussed as well as the more qualitative data gained from children, parents and teachers.  相似文献