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Cash for Comment: Participation Money as a Mechanism for Measurement, Reward, and Formative Feedback in Active Class Participation
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Chylinski, Mathew – Journal of Marketing Education, 2010
An unconditioned stimulus in the form of "participation money" serves to keep track of students' comments during class discussions and extrinsically to reinforce their class participation behaviors. Using a longitudinal experiment to investigate the effect of the participation money stimulus on several education outcomes, the author finds that the…
Descriptors: Feedback (Response), Academic Achievement, Student Participation, Learner Engagement
Classwide Peer Tutoring: Teaching Students with Mild Mental Retardation in Inclusive Classrooms.
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Mortweet, Susan L.; Utley, Cheryl A.; Walker, Dale; Dawson, Harriett L.; Delquadri, Joseph C.; Reddy, Shalini S.; Greenwood, Charles R.; Hamilton, Sandy; Ledford, Deborah – Exceptional Children, 1999
This study investigated the academic effects of classwide peer tutoring (CWPT) in spelling for four students with mild mental retardation (MMR) and their typical peers in two inclusive classrooms (grades 2 and 3). Results indicated increased spelling accuracy and increased levels of engagement for students with MMR and their typical peers during…
Descriptors: Academic Achievement, Classroom Techniques, Elementary Education, Inclusive Schools
Peer Tutoring: Student Achievement and Self-Concept as Reviewed in Selected Literature.
Land, Warren A. – 1984
This literature review focuses on research concerning the effect of peer tutoring on student achievement and self-concept in the modern classroom. Studies of peer tutoring and student achievement deal with the effects of tutoring on the instructional process, student attitudes and interests, student motivation, and pupils' self-direction. More…
Descriptors: Academic Achievement, Achievement Gains, Classroom Techniques, Elementary Education
Improving Academic Achievement of English-as-a-Second-Language Students through Peer-Tutoring.
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Torres-Gavilanes, Janet – 1993
A project investigating the effects of peer tutoring on students' academic achievement focused on use of tutoring with underachieving, limited-English-speaking 11th- and 12th-graders. The method was designed to use materials readily available and require minimal expenditure of teacher time and resources. Students (n=18) voluntarily attended…
Descriptors: Academic Achievement, Achievement Gains, Basic Skills, Classroom Techniques