Children as Teachers

Theory and Research on Tutoring

1st Edition - January 1, 1976
Editor: Vernon L. Allen
Language: English
eBook ISBN:
9 7 8 - 1 - 4 8 3 2 - 1 5 9 1 - 4

Children as Teachers: Theory and Research on Tutoring covers topics on the use of children to tutor other children in school; helping relationships in general; and cross-age… Read more

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Children as Teachers: Theory and Research on Tutoring covers topics on the use of children to tutor other children in school; helping relationships in general; and cross-age interaction by children. The book discusses the basic theoretical and empirical foundations for practical programs; original empirical research relevant to cross-age interaction and the impact of tutoring on both the tutor and the tutee; and a wide range of tutoring programs that operate in the schools. The text also reviews existing research on tutoring by children, as well as research and experience on the advantages and disadvantages of several alternative decisions when establishing a tutoring program in the school. Some of the papers in the book report interesting scientific information on topics having obvious practical implications: social class and ethnic differences in tutoring by young children; teaching by siblings; nonverbal skills and consequences of tutoring for the tutor; and the use of a variety of nonprofessionals as helpers. Educators, social scientists, psychologists, and policy makers will find the book invaluable.

List of Contributors

Preface

I Theoretical Considerations

1 The Helping Relationship and Socialization of Children: Some Perspectives on Tutoring

Historical Background

Age Stratification, Socialization, and Tutoring

References

2 Cross-Age Tutoring and Social Identity

A Theoretical Framework

The Role of Teacher

The Role of Tutor

The Problem of Individual Differences

Conclusion

References

3 Cross-Age versus Same-Age Peer Interaction: Ethological and Cross-Cultural Perspectives

An Ethological Perspective on Peer Group Composition

Cross-Cultural Studies

Interpretive Comment

Some Thoughts for Designers of Cross-Age Programs

Conclusions

References

4 Social Skills Theory

Nonverbal Elements of Social Behavior

Sequences of Behavior

The Effects of Social Skills

Acquisition of Social Skills

Social Skills Training

References

II Helping Relationships with Children

5 Teaching Styles in Young Children: Implications for Peer Tutoring

Reinforcement Styles in Teaching

Cross-Cultural Studies of Reinforcement Style

Teaching Style and Cognitive Competence

Conclusions

References

6 Siblings Teaching Siblings

Interaction within the Family

Research on Siblings Teaching Siblings

Theoretical Explanations

Implications for Research and Practice

References

7 Studies on the Role of Tutor

Consequences of Enacting the Role of Tutor

Social Interaction Processes

References

8 Nonprofessional Human-Service Helping Programs for Young Children

A Rationale for Nonprofessional Human-Service Intervention

Housewives as Child-Aides

Related Programs

Discussion, Implications, and Conclusions

References

III Tutoring Programs in Schools

9 Learning through Cross-Age Helping: Why and How

Rationale and Goals

Ingredients for a Successful Program

Designs for Cross-Age Helping Programs

Conclusions

References

10 Structured Tutoring: Antidote for Low Achievement

Training Nonprofessional Tutors

Conclusions

References

11 A Model for the Development or Selection of School-Based Tutorial Systems

Characteristics of an Effective Tutorial System

References

12 The Tutorial Community

Characteristics of the Tutorial Community

Issues in School-Wide Tutoring Programs

References

13 Tutoring and Psychological Growth

The Tutoring Programs

Expectations Associated with Tutoring

Variations in the Chicago School Programs

Dependent Measures

Findings and Discussion

References

14 Teenagers as Tutors of Academically Low-Achieving Children: Impact on Tutors and Tutees

The Mobilization for Youth Tutorial Program

Predicting Change in Tutors and Their Tutees

Discussion

References

IV Problems and Possibilities

15 Children Tutoring Children: A Critical Review of Research

Variables Affecting the Outcomes of Tutoring

Comments on Research Design

References

16 Implementing Tutoring Programs: Some Alternatives for Practitioners and Researchers

Implementing a Tutoring Program

Implementing Field Research

References

Manuals, Tutoring Packages, and Tutoring Materials

Index