ClassWide Peer Tutoring Learning Management System

Abstract

For the past 18 years, we have engaged in a program of research designed to improve the literacy of poor culturally and linguistically diverse students and English language learners (ELL) in urban elementary schools. Intervention research has addressed the issue of what works best, how it can be applied and sustained schoolwide, and how computer and information management technology can improve quality and reduce teachers' work loads. The net product of this research is the ClassWide Peer Tutoring Learning Management System (CWPT-LMS). In this article, we report on use of the CWPT-LMS in the literacy instruction of elementary-level ELL. Five ELL teachers and 117 students in a multiracial/multiethnic urban elementary school, including students with disabilities, participated in the study. Results indicated that ELL made considerable progress in mastering the curriculum over periods ranging from 15 to 21 weeks of school across teachers, teachers implemented CWPT to high standards of fidelity, students' and teachers' satisfaction with the CWPT program was high, and consultation improved program implementation and student outcomes of all but one classroom. Implications of these findings are discussed.

Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring

“…In spite of this, due to its hypothetical superiority, the interest in reciprocal tutoring is increasing (Greenwood et al, 2001;King, 1998). On the one hand, it may be that reciprocal tutoring extends the advantages of fixed tutoring to both members of the pair and reduces disadvantages (authoritarianism, dependence on the tutor, transmissive model of knowledge).…”

Examining the effects of adapted peer tutoring on social and language skills of young English language learners

“…Most previous studies have focused on interventions on academic improvements for ELL students (e.g. Gersten & Baker, 2000;Greenwood, Arreaga-Mayer, Utley, Gavin, & Terry, 2001). Very few researchers have examined the social interaction behaviour of these children.…”

“…Greenwood, Delquadri, & Hall, 1989), and school-age ELLs (e.g. Greenwood et al, 2001). The settings where CWPT has been implemented include special education, general education, and inclusive classrooms.…”

“…Among the very few studies on ELLs, almost all of them exclusively focused on children's language acquisition and academic achievement. For example, Greenwood et al (2001) used classwide peer tutoring learning management system (CWPT-LMS) in the literacy instruction of elementary-level ELL students. August (1987) examined the effects of peer tutoring with the more skilled peer as the tutor consistently, instead of the CWPT, on second language acquisition of Mexican American children.…”

“…APT fidelity assessment Trained research assistants evaluated the APT implementation by using a 40-item procedural checklist developed by Greenwood et al (2001). These items are grouped into three categories: (1) visibility of APT materials during sessions; (2) adult supervision (3) child tutoring behaviours.…”