The Classwide Peer Tutoring Program: Implementation Factors Moderating Students' Achievement

Abstract

We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity.

Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial

“…In a class-wide peer tutoring initiative with five volunteer elementary school teachers running peer tutoring over 19 weeks, increased spelling outcomes were positively associated with higher levels of "intensity" of treatment. Analysis consisted of post-hoc comparison of implementation intensity data with outcomes (Greenwood, Terry, Arreaga-Mayer & Finney, 1992). Higher intensity peer tutoring was reported to raise attainment levels in children with additional support needs, but to have a less pronounced effect on those without (Beirne-Smith, 1991).…”

“…For optimal success during peer tutoring in literacy it seems that there needs to be an attainment differential between tutors and tutees (Duran & Monereo, 2005). Without the appropriate gap both tutor and tutee can be under stimulated (Greenwood, Terry, Arreaga-Mayer & Finney, 1992). In terms of the amount of time required, Fuchs, Fuchs, Mathes and Simmons (1997) indicated positive effects for Peer-Assisted Learning Strategies techniques using class wide reciprocal peer tutoring in reading amongst grade 2-6 students in elementary and middle schools when implemented for 35 minutes per day, 3 days a week over a 15 week period.…”

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

“…Behavioral skills training was selected because this approach has been proven to result in lasting changes in complex behavior of young children (e.g., Himle, Miltenberger, Flessner, & Gatheridge, 2004;Miltenberger & Thiesse-Duffy, 1988). A classwide approach was adopted primarily because all of the children who attended this classroom were presumably at risk for developing problem behavior as a function of the extensive amount of time each child experienced nonmaternal care conditions (NICHD, 2003) and because of the practical advantages classwide approaches confer in terms of efficiency and vicarious learning (Greenwood, Terry, Arreaga-Mayer, & Finney, 1992).…”

Feasibility and Integrity of a Parent–Teacher Consultation Intervention for ADHD Students

“…Studies suggest that interventions should be as simple and lowcost as possible, require minimal training time, fit into the teacher's instructional and management style, and provide teacher support for their implementation (Greenwood et al 1992;Witt and Elliot 1985). One behavioral intervention with empirical support that appears to provide such implementation advantages is a daily behavior report card (DRC; Chafouleas et al 2002).…”