Tutoring interventions within special education settings: A comparison of cross-age and peer tutoring
作者： Thomas E. Scruggs , Russell T. Osguthorpe
DOI: 10.1002/1520-6807(198604)23:2<187::AID-PITS2310230212>3.0.CO;2-7
关键词: Special education 、 Intervention (counseling) 、 Mathematics education 、 Learning disability 、 Primary education 、 Academic achievement 、 Peer tutor 、 Psychology 、 Psychological intervention 、 TUTOR 、 Education 、 Developmental and Educational Psychology
摘要: In two experiments, cross-age and peer tutoring interventions conducted within special education settings were compared. Experiment 1, learning disabled (LD) behaviorally disordered (BD) students acted as tutors of younger LD BD students. 2, same-age alternated tutor tutee roles. both tutees exhibited academic gains. Only in however, attitudinal gains observed. Implications for future research practice are given.
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