Tutoring has been used as an instructional method for many years. Reviewers have made narrative conclusions that tutoring has many academic, social, and emotional benefits for the tutor and tutee.
This study applied meta-analysis techniques to studies in which learning disabled, behaviorally disordered, or intellectually handicapped elementary and secondary school students were sed to tutor academic content material to handicapped tutees. It was found that the experimental subjects made greater gains on the academic material than the control groups. Gains on social/emotional measures were minimal. Various research design and tutoring intervention characteristics were examined for their influence on tutor and tutee performance.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-7016 |
| Date | 01 May 1985 |
| Creators | Cook, Stephen Blaine |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact digitalcommons@usu.edu. |
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