Preparing preservice teachers to implement class wide peer tutoring
Abstract
This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils' academic performance. Participants learned to use Juniper Gardens Children's Project's Class Wide Peer Tutoring (CWPT) program through a two-hour workshop and with in class assistance. The amount of time required for each preservice teacher to reach a pre-established training criterion (i.e., unassisted use of CWPT for three consecutive sessions with fidelity ratings of 85% and above) was calculated and specific implementation comments and concerns were recorded. Academic effects on pupils' spelling test performance were assessed using weekly pretests and posttests and social validity data were collected from all primary consumers. Key outcomes were that (a) preservice teachers were able implement CWPT with a high degree of accuracy with about 60 minutes of in class assistance, (b) use of CWPT resulted in high spelling grades on weekly posttests for all pupils, (c) preservice and cooperating teachers and their pupils reported favorable “treatment acceptability” for CWPT, and (d) some preservice teachers made procedural adaptations that appeared to be related to lower levels of pupil satisfaction. Findings are discussed in light of recent movements in the use of evidence-based teaching practices, professional accountability, and preservice teacher preparation.
Reference
Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418. doi:10.1177/088840640402700408
Journal
Teacher Education and Special Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
10
Other Participant Data
- Cooperating teachers
- Students in classrooms
Duration of Data Collection
Data Sources
- Peer Tutoring Evaluation Inventory
- pre-/post-assessment
- Survey
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
"To what extent can we document a procedure for preparing preservice general
educators to use CWPT in an accurate
and durable manner?" (p. 409)
Is this research question explicit from the manuscript? Yes
To what extent does preservice educators’
use of CWPT effect pupils’ weekly spelling
test performance?" (p. 409).
Is this research question explicit from the manuscript? Yes
"To what extent are CWPT goals, procedures,
and outcomes socially acceptable
for primary consumers (e.g., pupils, preservice, and cooperating teachers)?" (p. 409)
Is this research question explicit from the manuscript? Yes