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"I Must Be Good if I Can Teach!"--Peer Tutoring with Aggressive and Withdrawn Children.

Peer reviewed

Lazerson, David B. – Journal of Learning Disabilities, 1980

The study involving 60 withdrawn and aggressive elementary school students tested the hypothesis that Ss would benefit from participating in daily learning sessions with peers having similar behavioral problems. After 5 weeks of peer tutoring, almost all Ss who actively participated in the program showed higher gains than control Ss in…

Descriptors: Aggression, Behavior Change, Behavior Problems, Elementary Education

Using Peer Assisted Learning (PAL) To Reduce the Number of After-School Detentions and Increase Self-Esteem among Fourth through Sixth Grade Tutors Who Are Considered To Be Discipline Problems.

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Keane, Kathy Ann – 1992

The need to decrease the number of students repeatedly receiving after-school detentions was addressed by the implementation of the Peer Assisted Learning (PAL) program. The PAL program is based on the premise that students act out because they desire power. The program gave students power over tutoring situations by having input into planning for…

Descriptors: Behavior Problems, Cross Age Teaching, Discipline Problems, Elementary School Students

Supporting the Inclusion of Students with Moderate and Severe Disabilities in Junior High School General Education Classes: The Effects of Classwide Peer Tutoring, Multi-Element Curriculum, and Accommodations.

Peer reviewed

McDonnell, John; Mathot-Buckner, Connie; Thorson, Nadine; Fister, Susan – Education and Treatment of Children, 2001

This study examined effects of an intervention consisting of a classwide peer tutoring program, multi-element curriculum, and accommodations on the academic responding and competing behaviors of three students with severe disabilities enrolled in general junior high school classes. Results indicated improved academic responding and reduced rates…

Descriptors: Academic Accommodations (Disabilities), Behavior Change, Behavior Problems, Inclusive Schools

Effect of an After-School Tutorial Program on Academic Performance of Middle School Students At-Risk.

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Collins, Kathleen M. T.; Onwuegbuzie, Anthony J. – 2001

This study examined the extent to which an After-School Peer Tutoring (ASPT) program in a rural southeastern school district was effective in elevating achievement levels of 89 at-risk middle school students enrolled in the program for one semester. End-of-semester grade was used as a measure of performance. The study also analyzed indicators of…

Descriptors: Academic Achievement, After School Programs, Behavior Problems, High Risk Students