Four Classwide Peer Tutoring Models: Similarities, Differences, and Implications for Research and Practice

Maheady, Larry; Mallette, Barbara; Harper, Gregory F.

doi:10.1080/10573560500203541

Cited by 54 publications

(35 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When stereotypes creep into educational practice, policy, and programs, educators and policymakers risk justifying injustice, explaining away failure (including our failure to insist upon equitable educational access), and adopting misguided reform efforts, such as those aimed at redressing inequalities by "fixing" poor people rather than the conditions that disenfranchise them. Many such efforts are underway with fanfare in schools today and advocated widely: parenting workshops for families in poverty (Tough, 2009), mentor programs for poor students (and students of color) (Balfarz, Mac Iver, & Byrnes, 2006), and tutoring programs (Maheady, Mallette, & Harper, 2006), among others. Sure, all parents and guardians, regardless of socioeconomic status, should have the opportunity to attend workshops that might equip them with additional parenting strategies; all young people should have mentors; everyone should have access to tutors.…”

Section: Stereotyping Deficit Ideology and Policymakingmentioning

confidence: 99%

Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy

Gorski

2012

Equity & Excellence in Education

111

View full text Add to dashboard Cite

A rich history of scholarship has demonstrated the ways in which popular stereotypes of disenfranchised communities, including people living in poverty, affect individual biases and preconceptions. Less attention has been paid to the ways in which such stereotypes help frame policy and practice responses regarding social problems, such as the economic "achievement gap." The purpose of this essay is to examine the nature of poverty-based stereotyping in the context of popular discourses regarding the education of poor and low-income students. In doing so, I analyze stereotypes commonly used to locate the problem of the economic "achievement gap" as existing within, rather than as pressing upon, poor and low-income families. I then discuss how these stereotypes have fed deficit ideology and, as a result, misdirected policy and practice responses to gross class inequities in U.S. schools.A long-time colleague of mine with a penchant for road rage-I'll call him Frederick-is fond of flinging the word "jerk" at drivers whose road skills have offended him in some way. That is, he is fond of directing this term at male drivers, or drivers he assumes to be men, and reserves it for them exclusively. When a driver he assumes to be a woman pulls in front of him, neglects to use a turn signal, or drives a few miles per hour under the speed limit, his response differs markedly. Rather than calling her a jerk, he shakes his head, brow furled, and exclaims with exasperation, "Women drivers!" I have challenged Frederick several times on what appears, to me, to be a clear case of gender stereotyping-of a biased worldview that is symptomatic of sexism. He responds to these challenges firmly: "That's not a stereotype. It's my experience. Women are bad drivers." He tends to append to this defense the common refrain, "Plus, there's a hint of truth in every stereotype; otherwise, why would so many people believe them?"As troubling as his attitude might be, Frederick is not alone in his worldview or in his tendency to see somebody within his gender group who has offended his sensibilities as an outlier, a jerk, while interpreting a female offender as representing all women. A long history of psychosocial research details the human tendency to imagine our own social and cultural identity groups as diverse while we imagine "the other," people belonging to a social or cultural identity group with which we are less familiar, as being, for all intents and purposes, monolithic (e.g., Clark,

show abstract

Section: Stereotyping Deficit Ideology and Policymakingmentioning

confidence: 99%

Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy

Gorski

2012

Equity & Excellence in Education

111

View full text Add to dashboard Cite

show abstract

“…new passages or activities resemble those on which they previously succeeded. The materials might be a paragraph or sentence previously reviewed with readers by the resource teacher or by student tutors (Mastropieri & Scruggs, 2004;Maheady, Mallette, & Harper, 2006;McMaster, Fuchs, & Fuchs, 2006). It might be words for which readers previously developed a concept wheel/circle.…”

Section: -By Showing Them Howmentioning

confidence: 99%

Motivating Struggling Readers in an Era of Mandated Instructional Practices

Margolis

McCabe

2006

Reading Psychology

View full text Add to dashboard Cite

“…This appears to be a strong endorsement for cooperative learning environments and further highlights the potential gains from this classroom methodology (Johnson & Johnson, 2003;Maheady et al, 2006).…”

Section: Discussionmentioning

confidence: 90%

“…The perceived lack of teaching expertise and limited allocated planning time and resources are the three concerns most often raised (Forlin, 1995;Scruggs & Mastropieri, 1996;Vaughn & Schumm, 1995). While these concerns are valid, researchers have highlighted key adaptations such as cooperative learning (Johnson & Johnson, 2003), explicit and individualised instruction (Friend & Bursack, 2006;Scanlon, Deshler, & Schumaker, 1996), peer support (Maheady, Mallette, & Harper, 2006;Utley et al, 2001), curriculum differentiation and instructional strategies (Mastropieri & Scruggs, 2001), and teacher collaboration (Dieker, 2001;Mastropieri et al, 2005) as mechanisms that facilitate inclusion.…”

Section: Introductionmentioning

confidence: 96%

Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

O’Rourke

Houghton

2008

International Journal of Disability, Development and Education

View full text Add to dashboard Cite

The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school-aged students. Data were obtained with reference to curricular, instructional, physical and peer support mechanisms. Item affectivity and multivariate analysis of variance revealed that significant differences were evident in student's perceptions in regard to academic versus social support mechanisms. Support mechanisms rated highly by students in terms of positive academic and social outcomes often represented traditional teaching values. Conversely, support mechanisms such as one-to-one assistance from teacher assistants or volunteers were perceived as positive in terms of completing classroom activities, but of limited value in establishing friendships with peers. The SPCS not only provides researchers, clinicians and educators with a method of objectively evaluating students' perceptions of support mechanisms, but also as a method of developing effective practical applications for students included in regular classrooms.

show abstract

Four Classwide Peer Tutoring Models: Similarities, Differences, and Implications for Research and Practice

Cited by 54 publications

References 21 publications

Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy

Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy

Motivating Struggling Readers in an Era of Mandated Instructional Practices

Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

Contact Info

Product

Resources

About