Effectively scaling up evidence-based educational practices requires identification of barriers to the wide-scale implementation and maintenance of such practices at a distance from the original research and development team. The two studies reported here investigated the implementation of ClassWide Peer Tutoring (CWPT) in nine schools across five…

A single-subject reversal design with counterbalanced phases across two classrooms was used to measure the effects of peer tutoring on the retention and generalization of spelling words in two third-grade general education classrooms. The results revealed that the mean pretest-posttest gain scores during all the peer tutoring phases of the two…

Three studies involving 128 elementary students indicated that classwide peer tutoring, compared to teacher-mediated procedures, produced more student academic responding and higher weekly scores on spelling, arithmetic, and vocabulary tests. Findings were replicated with manipulations of content taught/tested. (CL)

A study of 211 students during their first- and second-grade school years showed that peer tutoring and teacher instructional procedures were both effective in increasing spelling performance above pretest levels. Peer tutoring produced statistically greater gains relative to the teachers' procedures for both low- and high-achieving groups.…

Peer tutoring strategies are discussed as an effective class of peer-mediated procedures for both classroom behavior management and direct instruction. Pertinent literature, alternative classroom procedures, and recent procedural advances are reviewed. (Author/TJH)

The purpose of this paper is to describe the role of computer and information technology in scaling up research-validated instructional strategies like ClassWide Peer Tutoring (CWPT). Recently, implementation software, the CWPT Learning Management System, web and e-mail communications, and interactive multimedia resources have been developed to…

Few evidence-based instructional practices achieve large-scale use, often remaining only in the schools directly involved in their development. Research on scaling up effective educational practice often lacks sensitive measures of the practice's implementation and the required research protocol. This article describes how we used rate of…

A classwide peer tutoring procedure was implemented in an urban elementary school classroom of 23 students, to improve students' spelling performance. Results indicated the untrained or collateral tutoring behaviors increased the academic response frequencies of three tutees and the weekly spelling achievement of one target tutee. (Author/DB)

Offers suggestions for using classwide peer tutoring (CWPT) to teach health and safety in an inclusive setting.Suggestions include advantages and concerns associated with using CWPT procedures, content material, curriculum development and adaptation, linking CWPT procedures to a health- and safety-education curriculum, teacher and student training…

Five English language learners (ELL) teachers and 117 elementary students, including students with disabilities, participated in the Class-Wide Peer Tutoring Learning Management System. Students made considerable progress in mastering the curriculum over periods ranging from 15 to 21 weeks of school and students and teachers were satisfied with…

This article illustrates how classwide peer tutoring (CWPT) is used to orchestrate classroom processes related to gains in at-risk students' academic performance. The article discusses such classroom process variables as engaged time, success rate, monitoring, and questioning, and reviews CWPT's effectiveness in relation to each variable.…

Trial spanning grades 1-4 reported changes in classroom processes produced by ClassWide Peer Tutoring (CWPT) Program covaried with statistically and educationally significant levels of growth in at-risk students' academic achievement. Investigated follow-up outcomes at end of sixth grade. Found continued improved academic outcomes in students at…

This study of 241 students found that at-risk low-socioeconomic status (SES) students involved in classwide peer tutoring from grades 1-3 spent more time in academic instruction and engagement and performed better on Metropolitan Achievement Test subtests than an at-risk control group and a nonrisk comparison group of higher SES students.…

This longitudinal study assessed differences in classroom arrangements (peer tutoring versus teacher instruction) and student behaviors for students of low versus high socioeconomic status (SES). Results with 94 teachers and 416 students indicate that peer tutoring was more effective in increasing academic engagement of low-SES students than…