Discussion: Using Peers to Increase Behaviors of Isolated Children in School Settings: An Analysis of Generalization Effects

Vincent, James; Houlihan, Daniel; Zwart, Kayleen

doi:10.1002/(sici)1099-078x(199604)11:2<101::aid-brt154>3.0.co;2-m

Cited by 3 publications

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“…They need to develop behavior management systems that emphasize interventions producing long-term solutions focusing on student strengths, positive student-teacher interactions, and strong social skills. These results mirror those of Vincent, Houlihan and Zwart (1996) who reported that "children with skills deficits either lack the necessary social skills to interact appropriately with peers, or they omit a critical step in the performance of that skill" (p.101). They suggested, and the BHB study confers, that role modeling, coaching and allowing opportunities for positive peer interaction are appropriate interventions needed to build stronger self-control skills that will help reduce anxiety that interferes with the success of the youth.…”

Section: The Study Examinessupporting

confidence: 73%

Influencing Positive Outcomes For Troubled Youth

Haggis

2017

CIER

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The BHB Theory (Haggis, 2011) is based on an empirical case study that examined teachers’ perceptions of what they do in their educational settings to create a positive learning environment for troubled youth in their classrooms. Research - including this study - indicates a need for transformational change in how teachers interrelate with students in education environments intended for at risk-youth. Traditionally, approaches to working with troubled youth have been punitive in design. Research indicates that this approach is counterproductive and that teachers have the opportunity to build capacity for success with at risk-youth through the use of peers; building social competencies; role modeling; relationship building; setting high expectations and fostering student strengths. Understanding what effective teachers working with troubled youth do to create a positive learning environment in their classrooms is critical for identifying factors that influence a positive outcome for students in such programs. The descriptive case study described utilized a mixed methods approach using teachers within two residential schools. The BHB study’s data analysis discovered that there was significant agreement among the teacher participants of the study about factors perceived as strongly influential in creating a positive learning environment for their students. Consistent with prior research, these factors included providing a classroom atmosphere that supports positive peer relationships, setting high expectations for student success, encouraging students to take responsibility for their own actions, strong relationship building and generating an environment of trust and respect. Recommendations for strengthening teacher practice are offered.

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Section: The Study Examinessupporting

confidence: 73%

Influencing Positive Outcomes For Troubled Youth

Haggis

2017

CIER

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“…Over the past 25 years, much research has been devoted to the effects of collaborative learning -or more specifically, peer-assisted learning (PAL) -on the social, behavioural, affective and cognitive development of the learner (O' Donnell and King, 1999;Topping and Ehly, 1998). The literature indicates that PAL positively affects children's performance in such academic areas as: achievement (Allen and Feldman, 1976;Cohen, 1986;Cohen et al, 1982;Fantuzzo et al, 1992;Green, 1991;Griffin and Griffin, 1997;O' Donnell and King, 1999;Topping, 1998); attitude towards learning (Ellis and Rogoff, 1982;Green, 1991;King, 1997;Lepper et al, 1990) and social and behavioural skills (Johnson et al, 1986;McAuliffe, 1994;Vincent et al, 1996). These findings resulted from a variety of PAL or peer-collaborative methods (Brown et al, 1996;Damon and Phelps, 1989;DeVries and Slavin, 1978;Griffin and Griffin, 1997;Rogoff, 1990Rogoff, , 1994Sharan, 1980;Slavin, 1978;Tudge, 1996) and involved comparisons of students displaying different demographic traits and a variety of cognitive and ability levels (Allen and Feldman, 1973;Brush, 1996;Fuchs et al, 1998;Radziszewska and Rogoff, 1991;Rogoff, 1994;Tudge, 1992;Utay and Utay, 1997).…”

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confidence: 99%

Children‘s Mediational Teaching Style as a Function of Intervention for Cross-Age Peer-Mediation

Shamir¹,

Tzuriel

2004

School Psychology International

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The main objective of this study was to investigate the effects of a programme providing cross-age peer-mediation on mediation teaching style of mediators and learners in a learning situation. A second objective was to investigate the effects of the mediators‘ and learners‘ cognitive level on different criteria of mediation. The sample was composed of 89 third graders (mediators) and 89 .rst graders (learners) coming from three third grade classes and three .rst grade classes in a primary school. The third graders were assigned to experimental ( n= 43) and control ( n= 46) groups. Each pair of mediator and learner was matched in a counterbalanced design (2 × 2) according to their cognitive level (high versus low), based on their score on the Raven‘s Matrices. The experimental third graders received the Peer-Mediation for Young Children (PMYC), which is a training programme based on the theoretical approaches of Vygotsky and Feuerstein. The control children received a general preparation for peer assisted learning. Following the PMYC, all children participated in a peer-mediation condition, which was videotaped for 25 minutes and subsequently analysed by the Observation of Mediation Instrument. The findings showed that the experimental children received signi.cantly higher mediation scores than the control children. Mediators‘ cognitive level was not related to the level of mediation. However, the learners‘ cognitive level was found to effect mediation for meaning of the mediator: requestfor meaning from learners and givingof meaning from mediator were higher in interactions of mediators with learners of low cognitive level. The .ndings are discussed with reference to Feuerstein‘s and Vygotsky‘s theories.

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Cross-generational transmission of teaching strategies: The moderating role of peer-mediation

Tzuriel

Caspi

2017

Journal of Applied Developmental Psychology

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Discussion: Using Peers to Increase Behaviors of Isolated Children in School Settings: An Analysis of Generalization Effects

Cited by 3 publications

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Influencing Positive Outcomes For Troubled Youth

Influencing Positive Outcomes For Troubled Youth

Children‘s Mediational Teaching Style as a Function of Intervention for Cross-Age Peer-Mediation

Cross-generational transmission of teaching strategies: The moderating role of peer-mediation

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