Preparing Preservice Teachers to Implement Class Wide Peer Tutoring

Abstract

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils' academic performance. Participants learned to use Juniper Gardens Children's Project's Class Wide Peer Tutoring (CWPT) program through a two-hour workshop and with in class assistance. The amount of time required for each preservice teacher to reach a pre-established training criterion (i.e., unassisted use of CWPT for three consecutive sessions with fidelity ratings of 85% and above) was calculated and specific implementation comments and concerns were recorded. Academic effects on pupils' spelling test performance were assessed using weekly pretests and posttests and social validity data were collected from all primary consumers. Key outcomes were that (a) preservice teachers were able implement CWPT with a high degree of accuracy with about 60 minutes of in class assistance, (b) use of CWPT resulted in high spelling grades on weekly posttests for all pupils, (c) preservice and cooperating teachers and their pupils reported favorable ''treatment acceptability'' for CWPT, and (d) some preservice teachers made procedural adaptations that appeared to be related to lower levels of pupil satisfaction. Findings are discussed in light of recent movements in the use of evidence-based teaching practices, professional accountability, and preservice teacher preparation.

Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

“…The total time for all training activities was approximately 4 hr. In relation to total training time, this study is more consistent with the results found by Maheady, Harper, Mallette, and Karnes (2004) and , which showed high levels of accuracy in teaching procedures (i.e., 85% or higher) with approximately 4 hr of inservice and coaching. In this study, teachers may have needed little coaching given their previous experience teaching DI programs.…”

Impact of the Script in a Supplemental Reading Program on Instructional Opportunities for Student Practice of Specified Skills

“…Because we did not reach high levels of fidelity with the nonscripted condition, we don't know how much more or what type of professional development might work. At least four studies have demonstrated that teachers acquire new instructional procedures with higher accuracy when they receive individual follow-up coaching after the initial inservice (Kohler et al, 2001;Kohler, Ezell, & Paluselli, 1999;Kretlow, Wood, & Cooke, 2009;Maheady, Harper, Mallette, & Karnes, 2004;Morgan, Menlove, Salzburg, & Hudson, 1994). Results of these studies suggest a combination of inservice and follow-up coaching might have been more successful in helping the paraeducators reach higher fidelity with the nonscripted version.…”

The Effects Of Peer Coaching On The Technological Pedagogical Content Knowledge Of Pre-Service Science Teachers

“…Similar findings are also cited in the literature. For example, Maheady, Harper, Mallette and Karnes (2004) found that approximately 4 hours of in service training and coaching contributed significantly to the instructional process. The four sessions that Kretlow, Cooke ve Wood (2012) held (one in-service group session, one preliminary interview, one coaching session and one feedback session) lasted approximately four hours.…”