ClassWide Peer Tutoring and the Prevention of School Failure

Greenwood, Charles R.; Delquadri, Joseph C.

doi:10.1080/1045988x.1995.9944638

Cited by 60 publications

(35 citation statements)

References 9 publications

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“…This theme also encompasses instructional processes such as peer assisted teaching and cooperative learning (e.g., Greenwood & Delquadri, 1995;McMaster, Fuchs, & Fuchs, 2006) and the ways in which special and general educators work together in the same classroom (e. g., Magiera, Smith, Zigmond, & Gebauer, 2006;Pugach & Johnson, 1995).…”

Section: Classroom Based Studies Of Inclusive Educationmentioning

confidence: 99%

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

139

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In theory, inclusive education is about all students and focuses on student presence, participation, acceptance, and achievement. In practice, inclusive education is multiplicity of discourses and practices. Historically, inclusive education is situated within waves of evolution.The first wave saw the establishment of general rights for children with disabilities, but some children-especially those with behavioral problems and severe intellectual disabilitiesremained unrecognized outsiders in schools and school communities. Subsequent waves of inclusive education have had differential impacts in developed and developing countries.A review of primarily U.S. and British inclusive education research at the school and classroom levels identified four shortcomings: inclusive education theory has outpaced its practice; inclusive education research ignores the influences of globalization forces; inclusive education theorization lacks conceptual clarity; and a substantial gap between the views of learning that informs research conducted either at the classroom level or the school level. In addition, views of learning in classroom and school based studies rely on different theoretical stipulations. Lack of cross-fertilization between classroom-and school-based inclusive education research is a missed opportunity for enriching this emerging knowledge base. Recommended is a re-mediation in the relationship between researchers and their work with theories that offer a systematic understanding of the cultural and political nature of learning. Learning in Inclusive Education Research 3Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative AgendaInclusive education is a highly visible yet contentious notion in contemporary education reform due to conceptual, historical, and pragmatic reasons. From a conceptual perspective, the definition of inclusion is still debated, ranging from physical placement in general education classrooms to the transformation of entire educational systems. However, inclusive education tends to be defined in many professional and popular contexts as merely the placement of a student with disabilities in mainstream programs alongside nondisabled individuals. But even when inclusion is defined in such simplistic terms, the evidence suggests where a student with disabilities is educated has important correlates. For instance, a study of 11,000 students in the U.S. shows that students with disabilities who spend more time in general education classrooms tend to be absent less, perform closer to grade level than their peers in pull-out settings, and have higher achievement test scores (Blackorby et al., 2005). On the other hand, in the same study students with disabilities generally perform more poorly than their same grade peers without disabilities. In particular, unlike students with learning and sensory disabilities, students with mental retardation and autism cluster around the low end of standardized achievement tests.While some differences in outcomes...

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Section: Classroom Based Studies Of Inclusive Educationmentioning

confidence: 99%

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

139

View full text Add to dashboard Cite

show abstract

“…This software represents an elaborated schema for those transactions associated with the design model and implementation of curriculum. Specifically the CATs are designed to integrate contemporary research on curriculum design including frameworks; authentic and portfolio assessment (e.g., Wiggins, 1993Wiggins, , 1998; effective teaching (e.g., Greenwood & Delquardi, 1995;Rosenshine, 1986;Slavin, 1990); heterogeneous grouping (Wheelock, 1992); and adapting instruction to deal with individual differences (Huck, Myers & Wilson, 1989). They include tools for curriculum framing, for the design of authentic and curriculum based measurement, for the management of materials, lesson planning and the design of differentiated instruction.…”

Section: Curriculummentioning

confidence: 99%

Secondary school reform and technology planning: Lessons learned from a ten year school reform initiative

Bain

2004

AJET

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“…chools face a challenge in their efforts to support a growing number of children at-risk for social and/ or academic failure (Fielding, Kerr, & Rosier, 2007;Merrell, Ervin, & Gimple, 2005;Walker & Sprague, 2006). To meet the needs of these students, educators are turning to evidence-based interventions that are not only effective and efficient but also can be implemented with fidelity under typical conditions (Greenwood & Delquadri, 1995;Greenwood, Kratochwill, & Oxaal, 2008;Walker & Sprague, 2006). Recent concern has focused on the extent to which effective interventions can be implemented with the practical fidelity needed to help students (Gresham, 1989(Gresham, , 2004Noell et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

A Preliminary Analysis of the Effects of Coaching Feedback on Teacher Implementation Fidelity of First Step to Success

Rodriguez

Loman

Horner

2009

Behav Analysis Practice

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ClassWide Peer Tutoring and the Prevention of School Failure

Cited by 60 publications

References 9 publications

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Secondary school reform and technology planning: Lessons learned from a ten year school reform initiative

A Preliminary Analysis of the Effects of Coaching Feedback on Teacher Implementation Fidelity of First Step to Success

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