Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee, valued for its economic advantages and capacity to engage participants. This model leads to improvements in both academic performance and behavior, as evidenced by Shenderovich et al. ("International Journal of Educational Research, 76,"…

Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee, valued for its economic advantages and capacity to engage participants. This model leads to improvements in both academic performance and behavior, as evidenced by Shenderovich et al. ("International Journal of Educational Research, 76,"…

Outlines a student tutoring program called SAILS (Student Assistance in Learning and Support) that helps students who have chronic difficulties in mathematics, reading, English, and with personal problems. (MD)

Presents the use of cross-age tutoring to enhance literacy in kindergarten students. Covers benefits of the approach in comparison to other methods. Describes tutor and tutee selection, frequency and length of tutoring, tutor training, tutoring session format, evaluation, and problems encountered. Discusses results, including increased emergent…

A field test of "Guiding Older Children As Tutors," one of the four motivational-instructional procedures of Individually Guided Motivation (IGM), was used in two Milwaukee, Wisconsin schools. A total of 34 tutees, 22 tutors, and 24 adults participated in the field test during the 1972-73 school year. The field test objectives sought an increase…

This book is for the use of teachers, parents, and administrators who are planning to initiate a learning-by-tutoring project in their schools. In this teaching method, secondary school students tutor elementary students in basic skills. The goal is to enhance the learning and motivation of the tutors, in contrast to the practice in which the…

Cross age tutoring is the subject of this document. In this teaching method, secondary school students tutor elementary students in basic skills. The goal is to enhance the learning and motivation of the tutors, in contrast to the practice in which the learning of the tutee is the primary focus. This document, one of a series of seven on this…

The author describes an elementary school "each one teach one" tutoring program in Harlem, New York. Emphasis is placed on the necessity of establishing acceptance and credibility before full program implementation can be successful. (MJB)

Peer tutoring recognizes that a pupil is in reality three individuals: the pupil he is, the one he himself perceives, and the one others see. Such a program is beneficial to students, teachers, parents, and administrators. (Author/IRT)

Traditional large-group instruction is geared toward one type of learning style and often assumes a specific cultural background. Tutoring, as a way to augment traditional instruction and help students with special needs, is examined in this bulletin. Following the introduction, chapter 1 reviews evidence supporting the effectiveness of tutoring…

Issues in tutoring handicapped and gifted students are examined in the paper, one of a collection of papers commissioned for the Foundations project on the career development needs of students entering the National Technical Institute for the Deaf. Studies are reviewed which assess the effects of tutoring on both tutors and tutees in three broad…

Cross-age tutors and tutees (n=122 children) felt that tutorial learning was most dependent on effort rather than ability factors and attributed positive learning consequences to their tutoring partner, but negative learning consequences to themselves. (Author/RL)

Group classes with 30-40 children per teacher favor the children who catch on fast. These children participate more in class and give more feedback to the teacher, so the teacher gears instruction to them and goes too fast for students who are having difficulty. Peer and cross-age tutoring, can supplement class learning and help the below-average…

Describes and evaluates the ARCH (A Real Community Helps) After-School Program, a successful after-school tutoring program in which university, junior college, and high school students became tutors at an inner-city elementary school, contributing to the creation of a positive learning community. (SR)

This is an overview of a project in which cross-age tutoring is used as a means of enhancing the learning and motivation of the tutors, in contrast to the practice in which the learning of the tutee is the primary focus. This teaching method is referred to as the "Learning-Tutoring Cycle." It is recommended that secondary students who are in need…