The Effects of Reciprocal Peer Tutoring and Group Contingencies on the Academic Performance of Fifth and Sixth Grade School Children in Two Regular Classrooms PDF Download
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Author: John Allen Wolfe
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 171
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Book Description
Author: John Allen Wolfe
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 171
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 862
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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 452
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Book Description
Author: Geraldine Hart Hairston
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 164
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Book Description
Author: Julie M. Breider
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1232
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Book Description
Author: Judith Ewell Judy
Publisher:
ISBN:
Category : Analogy
Languages : en
Pages : 396
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Author: Ruth Davis Yachán Evans
Publisher:
ISBN:
Category :
Languages : en
Pages : 203
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Book Description
Keywords: peer tutoring, behavior disorders, self-management, token economy, academics, generalization, social skills, elementary education, peer-management, direct instruction.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Melissa Witcher
Publisher:
ISBN:
Category :
Languages : en
Pages : 26
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Book Description
Current educational reform in K-12 schools in this nation is much driven by the No Child Left Behind Act. One central goal of NCLB is to "bring all students (including special education children) up to grade level in reading and math, to close the achievement gap and to hold schools accountable for results"(ed.gov). Varied innovative efforts are being undertaken by school systems to ensure they meet the NCLB mandate, and one such instructional strategy is co-teaching (McDuffie, Mastropieri, & Scruggs, 2009). Co-teaching may have different names such as team teaching, parallel teaching, alternative teaching, or collaborative teaching, but the essential is having two qualified teachers in the classroom working together to plan, teach, and assess students learning (Dieker & Murawski, 2003; Bouck 2007). But research on effects of co-teaching in elementary schools is emerging and inconclusive (Dugan & Letterman, 2008). The purpose of this action research project was to compare the effects of co-teaching vs. solo teaching on students' academic achievement in the elementary school, specifically this research focused the comparative effects on fifth graders' math achievement. Participants of this study were the students of two fifth grade math classes in one elementary school, one with a regular education teacher (solo-teaching) and the other with the same regular education teacher and a special education teacher (co-teaching). Participants' math achievement as measured by both standardized and non-standardized tests including Unit tests, 120 Day test, CRCT, and ITBS) was analyzed for comparison. A series of unpaired t-tests was conducted comparing the various math scores of students in the two classes, solo teaching and co-teaching. No statistical significant difference was found, but noticeable differences in 9 out the 10 sets of math scores did seem to favor co-teaching. Results of the study indicate that co-teaching appears to have more positive effect on students' achievement in elementary schools. Due to limitations of this study (intact classes, no random selection of subjects, small sample size, teacher as researcher), further research is needed. (Contains 5 tables.).
