同伴相互辅导和小组应急措施对小学生学业成绩的影响。
The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children.
作者信息
Pigott H E, Fantuzzo J W, Clement P W
出版信息
J Appl Behav Anal. 1986 Spring;19(1):93-8. doi: 10.1901/jaba.1986.19-93.
Abstract
We evaluated the effects of reciprocal peer tutoring combined with group reinforcement contingencies on the arithmetic performance of 12 underachieving fifth-grade students. Results indicated that the intervention increased the students' arithmetic performance to a level indistinguishable from their classmates during treatment and 12-week follow-up phases. Pre-, post-, and follow-up sociometric data indicated that the students who participated in the treatment groups increased their amount of peer affiliation with other treatment group members.
摘要
我们评估了相互同伴辅导结合小组强化应急措施对12名五年级学业成绩不佳学生算术成绩的影响。结果表明，在治疗阶段和12周的随访阶段，该干预措施将学生的算术成绩提高到了与同班同学难以区分的水平。治疗前、治疗后和随访的社会测量数据表明，参与治疗组的学生增加了与其他治疗组成员的同伴交往。
相似文献
1
The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children.同伴相互辅导和小组应急措施对小学生学业成绩的影响。
J Appl Behav Anal. 1986 Spring;19(1):93-8. doi: 10.1901/jaba.1986.19-93.
2
Effects of collateral peer supportive behaviors within the classwide peer tutoring program.全班同伴辅导计划中同伴支持行为的效果。
J Appl Behav Anal. 1990 Fall;23(3):307-22. doi: 10.1901/jaba.1990.23-307.
3
Peer tutoring in arithmetic for children with learning disabilities.为学习障碍儿童提供的算术同伴辅导。
Except Child. 1991 Feb;57(4):330-7.
4
The generality and social validity of a competency-based self-control training intervention for underachieving students.针对学业成绩不佳学生的基于能力的自我控制训练干预措施的普遍性和社会效度。
J Appl Behav Anal. 1986 Fall;19(3):269-76. doi: 10.1901/jaba.1986.19-269.
5
A multiple baseline analysis of the effect of peer tutoring on the academic performance of a second grade child with learning disabilities.同伴辅导对一名二年级学习障碍儿童学业成绩影响的多基线分析。
Psychol Rep. 1991 Aug;69(1):177-8. doi: 10.2466/pr0.1991.69.1.177.
6
Differential effects of self-monitoring attention, accuracy, and productivity.自我监控注意力、准确性和生产力的差异效应。
J Appl Behav Anal. 1993 Fall;26(3):329-44. doi: 10.1901/jaba.1993.26-329.
7
Isolated teenagers, cooperative learning, and the training of social skills.孤僻的青少年、合作学习与社交技能训练
J Psychol. 1986 Jul;120(4):323-34. doi: 10.1080/00223980.1986.9712630.
8
High school driver education using peer tutors, direct instruction, and precision teaching.使用同伴辅导、直接教学和精确教学的高中驾驶员教育。
J Appl Behav Anal. 1991 Spring;24(1):45-51. doi: 10.1901/jaba.1991.24-45.
9
The classwide peer tutoring program: implementation factors moderating students' achievement.全班同伴辅导计划：影响学生成绩的实施因素
J Appl Behav Anal. 1992 Spring;25(1):101-16. doi: 10.1901/jaba.1992.25-101.
10
High school students' attitudes and actions toward "slow learners".高中生对“学习能力较差的学生”的态度和行为。
Am J Ment Defic. 1984 Sep;89(2):156-66.
引用本文的文献
1
Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.在普通生物学课程中，通过反复进行“教与问”家庭作业获得学习成效：在课外使用互惠式同伴辅导。
CBE Life Sci Educ. 2018 Jun;17(2):ar23. doi: 10.1187/cbe.17-12-0259.
2
[Hands-on teaching for students in urology: the use of peer teaching and simulators].[泌尿外科学生的实践教学：同伴教学和模拟器的应用]
Urologe A. 2014 Apr;53(4):537-41. doi: 10.1007/s00120-014-3435-2.
3
Peer tutoring to prevent firearm play acquisition, generalization, and long-term maintenance of safety skills.同伴辅导以预防枪支游戏行为的习得、泛化以及安全技能的长期保持。
J Appl Behav Anal. 2008 Spring;41(1):117-23. doi: 10.1901/jaba.2008.41-117.
4
Teaching math skills to at-risk students using home-based peer tutoring.通过家庭同伴辅导向有风险的学生教授数学技能。
J Appl Behav Anal. 2007 Summer;40(2):223-37. doi: 10.1901/jaba.2007.108-05.
5
Group versus individual reinforcement contingencies within the context of group study conditions.在小组学习条件下的团体强化与个体强化的对比。
J Appl Behav Anal. 1996 Summer;29(2):189-200. doi: 10.1901/jaba.1996.29-189.
6
A comparison of peer-directed and teacher-directed employment interview training for mentally retarded adults.针对成年智障人士的同伴指导与教师指导就业面试培训比较。
J Appl Behav Anal. 1988 Spring;21(1):97-102. doi: 10.1901/jaba.1988.21-97.
本文引用的文献
1
Use of normative peer data as a standard for evaluating classroom treatment effects.使用规范的同伴数据作为评估课堂处理效果的标准。
J Appl Behav Anal. 1976 Summer;9(2):159-68. doi: 10.1901/jaba.1976.9-159.
2
Toward a methodology of withdrawal designs for the assessment of response maintenance.迈向用于评估反应维持的撤除设计方法学。
J Appl Behav Anal. 1981 Summer;14(2):131-40. doi: 10.1901/jaba.1981.14-131.
Zotero 插件