"Interteaching" is an arrangement for college classroom instruction that departs from the standard lecture format and offers an answer to criticisms commonly directed at behavioral teaching techniques. This approach evolved from exploratory use of small-group arrangements and Ferster and Perrott's (1968) "interview technique," leading ultimately to a format that is organized around focused dyadic discussion. Specific suggestions are offered that might enable both seasoned and novice instructors to incorporate this or similar arrangements into their classrooms. This approach retains some key characteristics of Keller's personalized system of instruction and precision teaching, but offers greater flexibility for strategies that are based on behavioral principles.

Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom.

Intervention(s) should be consistent with NAEYC and with one-to-one instruction or a certain number of hours Package, Peer-Mediated Strategies, Errorless. Peer-mediated interventions are based on principles of behaviorism and social learning theory (Bandura, 1977). Peers are carefully and systematically taught. Peer-Mediated Inmentation of meaningful instruction and experiences to increase knowledge and skills Peer Mediated Instruction and Intervention.

/pdf/peer-mediated-instruction-and-interventions-a7jcgt3hp7.pdf

Peer-Mediated Instruction and Interventions.

A systematic search of the literature from 1989 through 1998 was conducted to identify and analyze mathematics interventions for students with mild-to-moderate mental retardation. We found that the focus of instruction has shifted from basic skills instruction to computation and problem-solving instruction. Techniques such as constant-time delay, peer tutoring, time trials, and direct instruction proved beneficial in improving mathematics skills. Further, students with mental retardation learned to employ cognitive strategies successfully when these techniques were included. Although this information is promising, we recommend that further studies be conducted in secondary schools and in inclusive settings.

Teaching Mathematics to Students with Mild-to-Moderate Mental Retardation: A Review of the Literature.

This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a stanine of 3 or lower in the math section on a standardized assessment) was compared with the performance of students not at risk of math failure. An analysis of the data indicates that both CWPT and independent student practice were effective strategies for helping students to learn beginning algebra problem-solving skills. Neither strategy was significantly more effective than the other. Students at risk of math fail...

Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms:

We conducted an analysis of precurrent skills (responses that increase the effectiveness of a subsequent or "current" behavior in obtaining a reinforcer) to facilitate the solution of arithmetic word (story) problems. Two students with developmental disabilities were taught four precurrent responses (identifying the initial value, change value, operation, and resulting value) in a sequential manner. Results of a multiple baseline design across behaviors showed that the teaching procedures were effective in increasing correct performance of each of the precurrent behaviors with untaught problems during probes and that once the precurrent behaviors were established, the number of correct problem solutions increased.

Analysis of precurrent skills in solving mathematics story problems.

A peer-mediated instructional procedure termed Classwide Peer Tutoring (CWPT) has been shown to increase the rates and accuracy of student responses to academic tasks and to improve student performance on weekly spelling tests. In addition to replicating previous research, the present investigation evaluated the retention and generalization of words learned using CWPT. Students classified as mildly handicapped participated in daily practice of 10 spelling words using CWPT for 10 weeks. Short- and long-term retention of words practiced was assessed. Results indicated that the students average post-test score was over 84% correct on weekly tests, replicating previous results. When included in a dictation task the following week, 76.2% of previously tutored words were correctly spelled. Short- and longer-term retention measured on posttests was 72% and 69% correct, respectively. Modest improvements in students sight recognition of words practiced during CWPT were obtained. Student failure to learn particular words was attributable to fewer opportunities to practice these words. Further, students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes.

Retention and generalization of spelling words acquired using a peer-mediated instructional procedure by children with mild handicapping conditions

A peer‐mediated instructional procedure, classwide peer tutoring, has been shown to increase the rate and accuracy of students' responses to academic tasks and to improve students' performance on weekly tests. Classwide peer tutoring is a highly structured technique involving task presentation, monitoring, feedback, and error correction, in which all student act as both tutors and tutees. The procedure has not been employed in self‐contained classrooms for students with mild mental retardation. We sought to determine whether students in this population can be taught to use the procedure correctly and the effect of classwide peer tutoring on spelling test performance and on social outcomes. Results indicate that students accurately implemented classwide peer tutoring, that high rates of accurate practice were produced, and that spelling test performance increased by more than 60% correct over baseline. No negative social outcomes were noted. Areas of future research are discussed.

Peer‐mediated instruction: teaching spelling to primary schoolchildren with mild disabilities

Knowledge of basic arithmetic facts aids in the acquisition and speed of performance of arithmetic operations. A peer mediated instructional procedure, Classwide Peer Tutoring (CWPT), has been shown to increase the rates and accuracy of students responses to academic tasks and to improve student performance on a variety of academic tasks. The present investigation evaluated the retention of 100 subtraction items by primary grade-age children with mild disabilities using CWPT for 10 weeks. Short- and long-term retention of items, and rate of correct responding were assessed. Results indicated that the students' average pretest score was 58.0% correct, and their average weekly posttest score was 87.12 correct, a 27% improvement in accuracy. Short- and longer-term retention measured on posttests was 88.7 % and 85.0% correct, respectively. Improvement in students rate of accurate responding to subtraction items practiced during CWPT was obtained. Student failure to learn particular items was not attributable to fewer opportunities to practice these items, less accurate practice, or item difficulty. Students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes. Directions for future research focusing on retention and analysis of treatment failure are suggested.

Retention and treatment failure in Classwide Peer Tutoring: Implications for further research

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Jill Moore

Author Tools

Chat about Author

Papers

Retention and generalization of spelling words acquired using a peer-mediated instructional procedure by children with mild handicapping conditions

Peer‐mediated instruction: teaching spelling to primary schoolchildren with mild disabilities

Retention and treatment failure in Classwide Peer Tutoring: Implications for further research