Differential effects of peer tutoring in co- taught and non-co- taught classes: Results for content learning and student- teacher interactions

• Autores: Kimberly A. McDuffie, Margo A. Mastropieri, Thomas E. Scruggs
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 75, Nº. 4, 2009, págs. 493-510
• Idioma: inglés
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• Resumen

  • Differential effects of a peer-tutoring intervention on the academic achievement of 203 7th-grade science students with and without disabilities in co-teaching and non-co-teaching settings were examined over an 8-week period. Impact of peer tutoring was assessed using a 2 condition by 2 settings by 2 types of students analysis of covariance with pretests as covariates. Results indicate that the peer-tutoring intervention was associated with improvements in student performance, and students in co-teaching settings perform better than those in non-co-teaching settings, but no additional value was added when peer tutoring was implemented in co-taught classrooms. Because co-teaching is increasingly used for teaching students with disabilities in general education classroom settings, implications of these findings for current practice and the need for future research are discussed