A look at the use of peer tutoring at the kindergarten level as a remediation technique. (HB)

Article describes cross age teaching programs in five different schools and gives reasons for their success. (GB)

Discusses the use of peer teaching as a means of achieving educational objectives. (JS)

First-grade teacher describes her program of having each student responsible for teaching'' one book to other students. (SP)

Describes two successful basic new'' approaches to tutoring -- one stressing the development of an open, nonstructured relationship between students, and the other emphasizing the programed or structured tutoring that concentrates on reading and prescribes detailed steps to follow. (Author)

Maintains that the school itself has a significant effect on the educational attainment of its pupils. Cites evidence to this effect, as well as ways of conceptualizing factors producing variations in the effectiveness of schools. (DM)

Described is a technique, utilizing team work, which will increase student participation in classroom discussions. The teacher asks a student for some information. Before answering, the student is allowed to solicit answers from as many other students as he or she wishes in order to gather needed data. (RM)

A program of faculty development that uses peer consultants to interpret classroom processes to the teachers, rather than giving advice, is described. Among significant benefits were improved faculty relations and increased guest lectures among faculty. (MSE)

Describes a special curriculum devised to teach cooking to a physically disabled high school student, a program which also served as physical therapy. Key ingredients included individualization, kitchen accessibility, and peer tutoring. (SK)

The role of assignment rationale on the attitudinal effects of peer tutoring is examined. Tutors had more positive attitudes than tutees when they had been given a competence or physical characteristic rationale but not when the tutors were provided a chance rationale or no rationale. (Author/GK)

The paper describes four approaches to developing self-esteem in learning disabled adolescents--compensatory intervention, vocational-career skills development, basic skills remediation, and peer tutoring. (SW)

Describes the Supportive Services Program (SSP) at the University of Minnesota, Duluth, focusing on program objectives and components, the three-stage academic assessment process, the structure of SSP courses, the use of peer assistants, cluster scheduling, advising, and the experiences and reactions of SSP students. (AYC)

Two strategies a teacher can employ to avoid some of the negative consequences of the least restrictive provision of P.L. 94-142 (the Education for All Handicapped Children Act) are reversal peer tutoring and self-monitoring for change. (SBH)