The Effect of Peer Tutoring Models on Student Achievement for General Education Students and Students Receiving Special Education Services

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http://hdl.handle.net/11603/2846
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Author/Creator
Date
2009-07
Type of Work
36 p.
Text
action research papers
Program
Masters of Education
Rights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Subjects
Education -- Research papers (Graduate)
Coteaching
Classwide peer tutoring
Teaching teams
Peer teaching
Abstract
The main purpose of this study was to determine the effect of the Classwide Peer Tutoring (CWPT) program on the achievement scores of special education and general education students. The sample consisted of twenty-five students in a co-taught, middle school classroom. Ten of these students had an Individualized Education Plan (IEP), and fifteen students were classified as general education students. The study was conducted over a four-week time period, and the treatment produced varied results. It was determined that although no significant improvement was observed, progress was made in both groups.