Boys from families who assigned child care tasks to male siblings were more likely to be attentive in a dyadic peer-tutoring session. General classroom attentiveness was also highly correlated with attentiveness to a peer tutor and to male care of siblings. Girl tutee attentiveness and female care of siblings were not correlated. (Author/CP)

A comprehensive peer-instructional system, was developed to provide leaders for small discussion groups in undergraduate college course. The program's structure and function is outlined. Presented at the Indiana Council on Family Relations, Muncie, Indiana, February 18, 1975. (Author)

The literature clearly reveals that children can effectively produce behavioral changes in their peers and directly benefit from the experience. Research is needed to gain a better understanding of the ways child agents produce change in their proteges and the impact of their activities on non-target behaviors and non-target children. (EVH)

A number of ways are suggested in which peer pressure may be used to influence personal behaviors of group members. (MJB)

An inservice course is described which was developed to teach selected emergency nursing personnel in Nebraska's six Emergency Health/Medical Services areas. The teaching approach was individualized so that the nurses could study only needed materials and work at their own pace as their schedules allowed. (MF)

Two studies assessed the effects of a peer-monitoring procedure on student performance in a college course. Both studies indicated the superiority of the peer-monitoring method over the typical individual performance contingency. (Author/MV)

Ninety-eight internists and 73 family physicians were asked which of six information sources they consulted when faced with difficult medical problems. Results indicate that internists prefer consulting the medical literature, whereas family physicians rely on colleagues and specialists as sources of information. (Author/CH)

Proposes a classroom model for developing an interest in reading for pleasure and increasing literary competence among intermediate or advanced second-language students. The model employs a reading syndicate web through which students read collectively literary texts and share their individually acquired knowledge and appreciation to enhance the…

Describes using computer assisted instruction in a peer tutoring program. Assesses the program's effects on both tutors and tutees. Finds the tutoring program a positive preventive intervention for high risk students. (ABB)

Four third-grade male students with behavior problems were given tutoring sessions by sixth-grade tutors either contingent on or not contingent on classroom on task behavior. Contingent tutoring always produced improved on-task behavior, while noncontingent tutoring did not, suggesting that tutoring was an effective reinforcer. (Author/DB)

Presents the results of a Canada-wide survey of post-secondary counselling centres as to their involvement in peer programs. Seventy-eight percent of the sample responded and the results are reported by institutional type, program type, number of trained student helpers, the length of training, and sources of funding. (Author)

The article synthesizes results of studies dealing with cross age and peer tutoring in special education, noting both tutor and tutee benefits (academic and personal/social). Implications for instruction are noted. (CL)

Investigated preservice physics teachers' ability to make judgments of observed teaching during one of two courses. Students in an inductive course (N=24) engaged in peer teaching before receiving instruction in theory. Students in a deductive course (N=26) received instruction in theory before peer teaching. (JN)

Describes basic structure of a framegame, Chain Gang, in which self-instructional modules teach a cognitive skill. Procedures are presented for loading new content into the game's basic framework to teach algorithms or heuristics and for game modification to suit different situations. Handouts used in the basic game are appended. (MBR)

Suggests the use of "Error Cards"--cards which contain instruction regarding the deliberate making of a particular language error--as a good means of peer teaching practice during the training of English as a foreign language teachers. In addition, suggestions are made for the extension of this technique beyond the given example. (SL)