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|a Harrison, Grant Von.
|0 http://id.loc.gov/authorities/names/n79081330
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| 245 |
1 |
4 |
|a The Effects of Trained and Untrained Student Tutors on the Criterion Performance of Disadvantaged First Graders /
|c Grant V. Harrison.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1969.
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|a 6 pages
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|a A three-phase study was devised to investigate possible differences in the teaching effectiveness of trained and untrained upper-grade elementary school student tutors. In phase one, objectives for instruction in linear mathematical equations were specified for first-grade students and special instructional materials were prepared. Tutorial skills were identified with these specific objectives and materials (using an evaluation-revision strategy) and were formulated into tutoring techniques in phase two. Phase three of the study was concerned with a number of tests of the validity of the identified tutoring techniques. In one test, 16 first graders who had scored low on a pretest were randomly assigned to one of two treatment groups, the tutors of one group having been trained and the tutors of the other having received no training. Both groups used the same instructional materials and were allotted the same amount of time. Results from a posttest indicated that the effectiveness of trained student tutors was greater than that of untrained tutors. These findings were similar in two further tests. It is hoped that further tutor training will be approached empirically and that appropriate, generalizable tutorial skills will be identified and validated. (A five-item bibliography is included.) (SM)
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|a Cross Age Teaching.
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|a Elementary School Mathematics.
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|a Elementary School Students.
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|a Grade 1.
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|a Teaching Skills.
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|a Training.
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|a Michigan State University-Library of Michigan
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