General Education Under the Regular Education Initiative

Slavin, Robert E.

doi:10.1177/074193259001100310

Cited by 18 publications

(6 citation statements)

References 16 publications

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“…Several researchers, such as Bloom (1984), Topping (1988) and Slavin (1990) have supported the use of peer tutoring as an effective learning method. Many others have claimed that pupils would gain academically and socially when taking part in such an intervention.…”

Section: Discussionmentioning

confidence: 99%

Pause, prompt and praise – peer tutored reading for pupils with learning difficulties

Burns¹

2006

British J Special Edu

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Eila Burns undertook the enquiry that is the subject of this article while studying for her MEd degree at the University of Birmingham. She is now a lecturer in teacher education at Jyvaskyla University of Applied Sciences in Finland. The project she describes here aimed to assess the effectiveness of peer tutoring and the advantages of the structured 'pause, prompt and praise' reading method in improving reading skills among pupils working in Key Stage 4. Action research was undertaken in a secondary level special school catering for pupils with moderate learning difficulties (MLD) in order to ex p l o re the benefits of establishing such interventions within special school environment.The pause, prompt and praise reading sessions w e re conducted at the beginning of lessons, employing same-age peer tutors and using subject-based texts. The findings reveal that, after a slow start, the tutees' rates of self-correction began to rise, indicating improvements in reading skills. Eila Burns also reports growing skills and confidence in the tutors, suggesting benefits for all involved in the peer tutoring process. She describes, in detail, interesting differences between outcomes for the different tutor-tutee pairings in her work and proposes a number of ways in which her small-scale enquiry could be taken forward. The implications of this study are, however, very encouraging for practitioners considering the use of peer tutoring in their own environments.

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Section: Discussionmentioning

confidence: 99%

Pause, prompt and praise – peer tutored reading for pupils with learning difficulties

Burns¹

2006

British J Special Edu

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“…Underachievement is a characteristic that many learners with disabilities and low-achieving students share. Lowerachieving students and students with mild disabilities also share less positive selfconcepts, less skill in using cognitive and meta-cognitive learning strategies, increased levels of learned helplessness, lower frustration tolerance levels, lower attendance rates, higher dropout rates, and less developed social skills and positive social relations (Slavin, 1990b;. When these two groups share so many characteristics, it is a reasonable hypothesis that interventions that improve the achievement of lower-achieving students in general should also improve the achievement of many students with mild disabilities (Slavin, Karweit, & Madden, 1986).…”

Section: Achievementmentioning

confidence: 95%

What Special Education Teachers Should Know About Cooperative Learning

Mainzer

Slavin

et al. 1993

Teacher Education and Special Education: The Journal of the Tea

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In this article, we examine several important issues for special educators in the implementation of cooperative learning. To address effectively the needs of students with mild disabilities in regular classrooms and curricula requires a multi-faceted approach that incorporates the dynamics of reciprocal collaboration, cooperative learning, teaming, and effective instructional support technaques. The need for a collaborative ethic among general and special educators is descrihed. The efficacy of cooperative learning that focuses upon achievement outcomes especially related to students with mild disabilities is reviewed. The components of a cooperative approach that enhances the integration of students with mild disabilities and fosters high achievement levels are discussed, as well as a schoolwide restructuring model designed to embrace student diversity and enhance the achievement of all students, including students with mild disabilities, in regular classrooms.

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“…Every classroom uses cooperative learning processes (D. W. Johnson & R. T. Johnson, 1990;Slavin, 1990) and organized peer support activities (Salisbury, Palombaro, & Hollowood, 1993). The role of special education staff has dramatically changed from gatekeepers to resources.…”

Section: Inclusionmentioning

confidence: 99%

Freedom Elementary School and Its Community

Amato

1996

Remedial and Special Education

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Special education is often a fragmented service delivery system not usually well integrated into the total school community. this isolation has contributed to overreferral to special education. a major state effort is now under way to link an ongoing state school restructuring initiative (every student succeeds) with a localized, child-family services integration initiative (healthy start). the result of this effort is a series of reform processes that essentially restructure the entire culture of the community of the school. this article reviews the processes involved in a 3-year demonstration of one example of this linkage of two major reform processes in california. these processes include redefinition of professional and parental roles and perceptions, adjustments in the nature of professional and administrative relationships with children and their families, and alternative approaches by the school and community agencies in the day-to-day operations of providing support and service functions. these processes are described in the context of a case study of a student who was referred for special education. after 3 years of coordinated interventions at the school site, the child no longer warranted a special education label and is currently performing above grade level in all academic subjects.

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General Education Under the Regular Education Initiative

Cited by 18 publications

References 16 publications

Pause, prompt and praise – peer tutored reading for pupils with learning difficulties

Pause, prompt and praise – peer tutored reading for pupils with learning difficulties

What Special Education Teachers Should Know About Cooperative Learning

Freedom Elementary School and Its Community

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