This article presents a summary of a peer tutoring program survey and a report on the broadly based campus senate. The summary of peer tutoring programs reviews survey methodologies and peer tutoring programs. The program review indicates goals, finances, selection of tutors, tutor training, tutors' wages, the number of tutees, matching for…

This article focuses on a demonstration project that was developed to investigate the effects on reading achievement, self concept, attitudes toward school, and behavior of the participants (low achieving third and fourth grade tutors and first and second grade tutees). (Author)

Five moderately mentally retarded peer tutors (ages 9-11) were taught sight words using a time delay procedure, and then were taught to use this procedure to teach the words to six younger, moderately mentally retarded children (ages 6-9). Younger children learned all five sight words in one to four sessions. (Author/JW)

This paper synthesizes what is known from previous research about the effects of children teaching other children in different K-12 contexts, emphasizing the academic and affective impact of such activity on the child doing the teaching. The study reviews peer teaching, integrating research findings about different types of peer teaching into one…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies key issues…

Provides resources for teachers who wish to establish programs of peer or cross-age tutoring. (FL)

Studies the reactions to "self-threatening help" of members of 103 dyads of second-, fourth-, and sixth-graders in a peer tutoring context. Results indicated that threatening conditions were those in which tutors and tutees were similar in age and achievement levels. (RJC)

Responds to an article in the April 1998 issue of this journal. Shares evidence about the effectiveness of peer tutoring. Discusses literacy tutoring of K-3 emergent readers by volunteers. Explains why tutoring is not teaching, and offers a model for successful tutoring practices. (SR)

Replies to an article in the same issue of this journal, which responded to this author's earlier article. Elaborates two fundamental points of disagreement (the definition of tutoring and the characteristics of the children being tutored). (SR)

The Peer Education Program (PEP) of Hillside University Demonstration School in California gives typical intermediate-level students and students with intensive needs mutually beneficial experiences as they learn, work, and play together. PEP leaders work with younger students on reading, math, art, physical education, and computer skills. The…

The main objective of this study was to investigate the effects of a programme providing cross-age peer-mediation on mediation teaching style of mediators and learners in a learning situation. A second objective was to investigate the effects of the mediators' and learners' cognitive level on different criteria of mediation.

To determine the trend of school tutoring programs in the states, a survey letter was sent to all 50 state superintendents of public instruction. Of the 48 replies received, 8 states indicated they have some type of statewide program, and 41 reported local tutoring programs. An analysis of the data led to several conclusions. There appears to be a…

The study explored the effectiveness of social skills training and cross-age tutoring on the acquisition and use of social skills among 20 mainstreamed learning disabled boys (ages 9-12). All subjects received direct instruction in such communication skills as greeting, listening, asking questions, answering questions, and complimenting. Seven of…

The collaborative teaching/learning model encompasses peer and cross age tutoring, as well as team teaching, consulting, and professional pairing on the part of teachers, and focuses on learning as a cooperative rather than competitive process for nondisabled and disabled students. Rewards accrue to the tutee (such as increased individualized…

Cross-age and peer-tutoring projects are innovative approaches which both harness untapped school resources and provide opportunities for children to help one another. In order to implement effective tutoring programs, there is a need to delineate precise tutoring behaviors employed, as well as the requisite behaviors of supervisors. A multiple…