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The Efficacy of ClassWide Peer Tutoring in Middle Schools

The Efficacy of ClassWide Peer Tutoring in Middle Schools The majority of research on the efficacy of ClassWide Peer Tutoring (CWPT) is based on research with urban elementary students (), with much less research in middle schools. This study investigated CWPT with 975 middle school students in 52 classrooms, grades 6 through 8, over a three-year period. A mixed design combining features of both group (interrupted time-series) and single-subject reversal designs was used to evaluate the effects of traditional teacher-led instruction vs. CWPT. Results favored CWPT with effect sizes, based on weekly quizzes, indicating moderate to large effects overall (<i>M</i> = 1.11) but with some range across classrooms and content. Implications for future research and practice are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

Abstract

The majority of research on the efficacy of ClassWide Peer Tutoring (CWPT) is based on research with urban elementary students (), with much less research in middle schools. This study investigated CWPT with 975 middle school students in 52 classrooms, grades 6 through 8, over a three-year period. A mixed design combining features of both group (interrupted time-series) and single-subject reversal designs was used to evaluate the effects of traditional teacher-led instruction vs. CWPT. Results favored CWPT with effect sizes, based on weekly quizzes, indicating moderate to large effects overall (<i>M</i> = 1.11) but with some range across classrooms and content. Implications for future research and practice are discussed.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Aug 9, 2008

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