Peer tutoring effects on students who are perceived as not socially accepted

Garcí-Vázquez, Enedina; Ehly, Stewart

doi:10.1002/1520-6807(199207)29:3<256::aid-pits2310290308>3.0.co;2-n

Cited by 8 publications

(4 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Boggs (1990), for example, has found that in children age 5–7 years, less than 5% of responses to questions involve explicit feedback, and explicit mediation in children's interactions is largely absent. Although there could be expected differences in the quality of the feedback young children (6–7 years) provide to each other in comparison with their older age peers (Cooper & St. John, 1990), it is nevertheless clear from peer-tutoring research that young children can be taught to tutor same-age peers or younger children in academic and social behaviors successfully (e.g., Garcia-Vazquez & Ehly, 1992; Greenwood, Delquadri, & Hall, 1989; Greenwood et al, 1987; Oxley & Topping, 1990). In fact, Dunn (1988) and Dunn and Kendrick (1982), in their studies on sibling relationships in the family, have found that children as young as 3 years of age both offer unsolicited help to their siblings and engage in cooperative play involving shared goals, thereby demonstrating an awareness of the needs of other children.…”

Section: Type Of Taskmentioning

confidence: 99%

Behavior and interactions of children in cooperative groups in lower and middle elementary grades.

Gillies¹,

Ashman²

1998

Journal of Educational Psychology

View full text Add to dashboard Cite

The study investigated the behaviors and interactions of children in structured and unstructured groups as they worked together on a 6-week social studies activity each term for 3 school terms. Two hundred and twelve children in Grade 1 and 184 children in Grade 3 participated in the study. Stratified random assignment occurred so that each gender-balanced group consisted of 1 high-, 2 medium-, and 1 low-ability student. The results show that the children in the structured groups were consistently more cooperative and they provided more elaborated and nonelaborated help than did their peers in the unstructured groups. The children in the structured groups in Grade 3 obtained higher reading and learning outcome scores than their peers in the unstructured groups.Research in recent years has shown that it is no longer necessary to defend cooperative learning as an instructional strategy that promotes learning (Cohen, 1994). Cooperative learning has been used successfully to promote learning achievements across a range of curriculum areas, from narrative writing in small groups (Zammuner, 1995), to problem solving in mathematical tasks (Webb & Farivar, 1994), to conceptual understanding in physics (Howe, Tolmie, Greer, & McKenzie, 1995). In the affective area, it influences the development of positive student attitudes toward other group members (Bennett, 1991;Shachar & Sharan, 1994) and motivation to learn (Sharan & Shaulov, 1990). In effect, cooperative learning has helped to enhance the achievement of a range of cognitive and affective goals (Bossert, 1988;Ross & Raphael, 1990). However, although support for cooperative learning is unequivocal, only a few studies have attempted to identify the variables that mediate the relationship between cooperative group experiences and learning outcomes (Knight & Bohlmeyer, 1990). Identifying these variables is crucial to understanding not only which ones influence learning in cooperative groups but also how they influence it. Whereas numerous studies have suggested potential mediating variables (see Cohen, 1994;Johnson & Johnson, 1989, this study focuses specifically on student interactions (Webb, 1985(Webb, , 1992 in groups in which the small-group procedures and the type of task have been structured to promote cooperation. Student InteractionsIn a series of studies that examined children's verbal interactions as they worked together in groups, Webb (1982,

show abstract

Section: Type Of Taskmentioning

confidence: 99%

Behavior and interactions of children in cooperative groups in lower and middle elementary grades.

Gillies¹,

Ashman²

1998

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…S. Fuchs et al, 2001), science (McDuffie et al, 2009), and social studies (Lo & Cartledge, 2004). In addition, there has been growing evidence that peer tutoring can result in positive changes in behavior and social skills (Garcia-Vazquez & Ehly, 1992; Greenwood et al, 1989; Sutherland & Snyder, 2007). Of interest is the finding that peer tutoring can prove effective for students with disabilities, and is particularly promising for students with EBD (Bowman-Perrott et al, 2013).…”

Section: Peer Tutoring Literature Basementioning

confidence: 99%

“…Peer tutoring is supported by an extensive literature base, demonstrating improved academic outcomes across many content domains including reading (D. , writing (Grünke et al, 2019), spelling (Delquadri et al, 1983), mathematics (L. S. Fuchs et al, 2001), science (McDuffie et al, 2009), and social studies (Lo & Cartledge, 2004). In addition, there has been growing evidence that peer tutoring can result in positive changes in behavior and social skills (Garcia-Vazquez & Ehly, 1992;Greenwood et al, 1989;Sutherland & Snyder, 2007). Of interest is the finding that peer tutoring can prove effective for students with disabilities, and is particularly promising for students with EBD (Bowman-Perrott et al, 2013).…”

Section: Peer Tutoring Literature Basementioning

confidence: 99%

Peer Tutoring Interventions for Students With or At-Risk for Emotional and Behavioral Disorders: A Systematic Review of Reviews

et al. 2022

View full text Add to dashboard Cite

This systematic review of reviews is the first to summarize peer tutoring outcomes for students with or at-risk for emotional and behavioral disorders (EBD). Eleven narrative literature reviews, three systematic reviews, and two meta-analyses of peer tutoring interventions that met inclusion criteria were summarized. Participants across the 16 reviews included more than 2,404 students with or at-risk for EBD in pre-kindergarten through grade 12 across 73 individual, unduplicated studies. Findings support the efficacy of peer tutoring for students with or at-risk for EBD regarding academic and behavioral outcomes. Lessons learned, and implications for research and practice derived from these reviews are provided.

show abstract

“…Pourquoi ? L'étape 8 sert donc à justifier le traitement différencié, apprendre à respecter l'autre dans sa différence, éviter le sentiment d'injustice chez les pairs voire même à solliciter le support que peut apporter le groupe de pairs dans certaines situations difficiles pour l'enfant-cible (DuPaul, Ervin, Hook et McGoey, 1998;Eiserman, 1988;García-Vázquez et Ehly, 1992;Plumer et Stoner, 2005b;Xu, Gelfer, Sileo, Filler et Perkins, 2008).…”

Section: Etape 8 : Communication Avec Les Pairsunclassified

Accompagner les enfants dits « difficiles » en milieu scolaire

Roskam

2017

psyedu

View full text Add to dashboard Cite

L’agitation, l’impulsivité, l’opposition, la provocation, l’agressivité et l’instabilité émotionnelle sont des comportements externalisés typiques des enfants d’âge préscolaire et scolaire. Lorsqu’ils sont fréquents et intenses, les enseignants les jugent « difficiles » car ils sont de nature à entraver les apprentissages de l’enfant ainsi que son intégration sociale auprès du groupe de pairs. L’épidémiologie des troubles externalisés est telle que la plupart des enseignants y sont régulièrement confrontés. Beaucoup d’entre eux se sentent pourtant démunis face à ce type d’enfants. Certains éprouvent un sentiment d’incompétence, d’autres s’engagent au contraire dans une quête ininterrompue de solutions qui les amènent parfois à sortir de leur rôle. Le protocole d’accompagnement proposé dans cette contribution s’inscrit dans le cadre conceptuel de la psychopathologie du développement et a pour but de fournir une série de 12 étapes successives qui amènent l’enseignant à prendre un rôle actif, à s’entourer de « co-éducateurs » du milieu scolaire et du milieu familial, à se centrer sur un nombre limité d’objectifs opérationnels, et à évaluer la portée de son intervention auprès de l’enfant. Le protocole vise encore à instaurer cet accompagnement au niveau de l’établissement scolaire afin d’augmenter la consistance et l’efficacité de la démarche.Agitation, impulsivity, opposition, provocation, aggression and emotional instability are typical externalized behavior of young preschool and school age children. When they are both frequent and intense, teachers consider them as « hard to manage » because they are likely to prevent children’s social integration with peers as well as learning outcomes. The epidemiology of externalizing problems is such that most of the teachers are regularly concerned with hard to manage pupils. Some of them feel incompetent and even suffer from burn-out. Others engage instead in a continuous search for solutions which sometimes lead them out of their role. The current approach’s framework is the developmental psychopathology approach. It intends to provide a series of 12 successive steps. The teachers are invited to take an active role, to collaborate with « co-educators » both from the school and the family settings, to focus on a limited number of objectives and to assess their intervention with the child. The protocol also aims to establish this support at the school level in order to increase the consistency and effectiveness of the approac

show abstract

Peer tutoring effects on students who are perceived as not socially accepted

Cited by 8 publications

References 23 publications

Behavior and interactions of children in cooperative groups in lower and middle elementary grades.

Behavior and interactions of children in cooperative groups in lower and middle elementary grades.

Peer Tutoring Interventions for Students With or At-Risk for Emotional and Behavioral Disorders: A Systematic Review of Reviews

Accompagner les enfants dits « difficiles » en milieu scolaire

Contact Info

Product

Resources

About