The Efficacy of ClassWide Peer Tutoring in Middle Schools Academic Article

abstract

• The majority of research on the efficacy of Class Wide Peer Tutoring (CWPT) is based on research with urban elementary students (Rohrbeck, Ginsberg-Block, Fantuzzo, & Miller, 2003), 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 (M = 1.11) but with some range across classrooms and content. Implications for future research and practice are discussed.

authors

• Bowman-Perrott, Lisa

published proceedings

• Education and Treatment of Children

altmetric score

• 3

author list (cited authors)

• Kamps, D. M., Greenwood, C., Arreaga-Mayer, C., Veerkamp, M. B., Utley, C., Tapia, Y., Bowman-Perrott, L., & Bannister, H.

citation count

• 30

complete list of authors

• Kamps, Debra M||Greenwood, Charles||Arreaga-Mayer, Carmen||Veerkamp, Mary Baldwin||Utley, Cheryl||Tapia, Yolanda||Bowman-Perrott, Lisa||Bannister, Harriett

publication date

• May 2008

publisher

• Johns Hopkins University Press  Publisher

published in

• Education and Treatment of Children  Journal

keywords

• 39 Education
• 3901 Curriculum And Pedagogy
• 52 Psychology
• Pediatric

Digital Object Identifier (DOI)

• 10.1353/etc.0.0017

start page

• 119

end page

• 152

volume

• 31

issue

• 2

URL

• http://dx.doi.org/10.1353/etc.0.0017