Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency
Researchers have documented the positive effects of classwide peer tutoring on academic performance, engagement, and other social behaviors of students with and without disabilities. Commonly, in classwide peer tutoring, students are paired and the class is divided in half. Points are awarded for tu...
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| Veröffentlicht in: | Journal of behavioral education 2009-12, Vol.18 (4), p.300-318 |
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| creator | Hawkins, Renee O. Musti-Rao, Shobana Hughes, Cynthia Berry, Laura McGuire, Shannon |
| description | Researchers have documented the positive effects of classwide peer tutoring on academic performance, engagement, and other social behaviors of students with and without disabilities. Commonly, in classwide peer tutoring, students are paired and the class is divided in half. Points are awarded for tutoring behavior and academic responding during the tutoring session. At the end of the session, the half of the class with the most points earns a reward. In the current study, a fifth-grade teacher implemented classwide peer tutoring for multiplication facts. Instead of the traditional reinforcement system, a randomized classwide interdependent group contingency was implemented. Applying a multiple-probe design across problem sets, students demonstrated increased multiplication fact fluency across three problem sets. Discussion focuses on applied implications for contingency management when implementing classwide peer tutoring programs. |
| doi_str_mv | 10.1007/s10864-009-9093-6 |
| format | Article |
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Musti-Rao, Shobana ; Hughes, Cynthia ; Berry, Laura ; McGuire, Shannon</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c469t-b81e2b2ff4368e94757138b640315377600013e3459ca464886a3c9dbe7f47c73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Academic achievement</topic><topic>Behavioral Science and Psychology</topic><topic>Child and School Psychology</topic><topic>Classroom management</topic><topic>Contingency Management</topic><topic>Educational research</topic><topic>Elementary school students</topic><topic>Grade 5</topic><topic>Instructional Effectiveness</topic><topic>Learning and Instruction</topic><topic>Learning Strategies</topic><topic>Mathematics</topic><topic>Mathematics curricula</topic><topic>Mathematics education</topic><topic>Mathematics Instruction</topic><topic>Multiplication</topic><topic>Observational research</topic><topic>Original Paper</topic><topic>Peer Teaching</topic><topic>Peer tutoring</topic><topic>Problem Sets</topic><topic>Psychology</topic><topic>Social Studies</topic><topic>Student Behavior</topic><topic>Student Motivation</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>Tutoring</topic><topic>Urban Schools</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hawkins, Renee O.</creatorcontrib><creatorcontrib>Musti-Rao, Shobana</creatorcontrib><creatorcontrib>Hughes, Cynthia</creatorcontrib><creatorcontrib>Berry, Laura</creatorcontrib><creatorcontrib>McGuire, Shannon</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Gale In Context: Science</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>International Bibliography of the Social Sciences</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>International Bibliography of the Social Sciences</collection><collection>Education Database</collection><collection>Psychology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of behavioral education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hawkins, Renee O.</au><au>Musti-Rao, Shobana</au><au>Hughes, Cynthia</au><au>Berry, Laura</au><au>McGuire, Shannon</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ863376</ericid><atitle>Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency</atitle><jtitle>Journal of behavioral education</jtitle><stitle>J Behav Educ</stitle><date>2009-12-01</date><risdate>2009</risdate><volume>18</volume><issue>4</issue><spage>300</spage><epage>318</epage><pages>300-318</pages><issn>1053-0819</issn><eissn>1573-3513</eissn><abstract>Researchers have documented the positive effects of classwide peer tutoring on academic performance, engagement, and other social behaviors of students with and without disabilities. 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| source | Jstor Complete Legacy; Education Source; Springer Nature - Complete Springer Journals |
| subjects | Academic achievement Behavioral Science and Psychology Child and School Psychology Classroom management Contingency Management Educational research Elementary school students Grade 5 Instructional Effectiveness Learning and Instruction Learning Strategies Mathematics Mathematics curricula Mathematics education Mathematics Instruction Multiplication Observational research Original Paper Peer Teaching Peer tutoring Problem Sets Psychology Social Studies Student Behavior Student Motivation Teachers Teaching Methods Tutoring Urban Schools |
| title | Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency |
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