Greenwood C R, Dinwiddie G, Terry B, Wade L, Stanley S O, Thibadeau S, Delquadri J C
J Appl Behav Anal. 1984 Winter;17(4):521-38. doi: 10.1901/jaba.1984.17-521.
In three experiments, we compared the effects of instructional arrangements that varied in: teacher versus peer mediators, methods used, levels of student academic responding generated, and content taught and tested. Instructional arrangements (i.e., tasks, structure, teacher position, teacher behavior) and students' levels of academic responding were measured by an observation system which served as an index of the independent variables. Students' accuracy on weekly spelling, arithmetic, and vocabulary tests and pre- and post-standardized achievement tests (Experiments 2 and 3 only) were the dependent variables. Results indicated that the classwide peer tutoring, compared to the teacher's procedure, produced more student academic responding and higher weekly test scores, regardless of treatment order or subject matter content (Experiment 1). The four lowest performing students in each class, in particular, benefited from peer tutoring, often performing as well as the other students. These findings were replicated in Experiments 2 and 3 wherein content taught/tested was also manipulated. Standardized test score gains were higher in those areas in which peer tutoring was used longest. Issues related to the functional analysis of instruction and achievement gain are discussed.
在三项实验中，我们比较了教学安排的效果，这些教学安排在以下方面存在差异：教师与同伴调解员、使用的方法、产生的学生学业反应水平以及教授和测试的内容。教学安排（即任务、结构、教师位置、教师行为）和学生的学业反应水平通过一个观察系统进行测量，该系统作为自变量的指标。学生在每周拼写、算术和词汇测试以及标准化前后成绩测试（仅实验2和3）中的准确性是因变量。结果表明，与教师教学程序相比，全班同伴辅导产生了更多的学生学业反应和更高的周测试成绩，无论治疗顺序或主题内容如何（实验1）。特别是每个班级中成绩最差的四名学生从同伴辅导中受益，其表现往往与其他学生相当。这些发现在实验2和3中得到了重复，其中教授/测试的内容也进行了操纵。在使用同伴辅导时间最长的领域，标准化测试成绩的提高更大。讨论了与教学功能分析和成绩提高相关的问题。
