Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories.

Fuchs, Lynn S.; Fuchs, Douglas; Phillips, Norris B.; Hamlett, Carol L.; Karns, Kathy

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Peer reviewed

ERIC Number: EJ589164

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

Available Date: N/A

Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories.

Fuchs, Lynn S.; Fuchs, Douglas; Phillips, Norris B.; Hamlett, Carol L.; Karns, Kathy

School Psychology Review, v24 n4 p604-20 1995

Examines the effects of classwide peer-assisted learning strategies (PALS) in mathematics incorporating the use of curriculum-based measurement on acquisition and transfer learning of three types of students (average-achieving student, low-achieving students, and students with a learning disability). Analysis of variance indicates superior mathematics growth for students in PALS condition. (Author/JDM)

Descriptors: Curriculum Based Assessment, Elementary Education, Learning Disabilities, Learning Strategies, Mathematics Achievement, Peer Teaching, Research, School Psychologists

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/73241

IES Cited: ED544189; ED504995; ED528940

Author Affiliations: N/A