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dc.contributor.authorJo, Alex
dc.date.accessioned2015-09-17T14:04:06Z
dc.date.accessioned2020-06-22T14:26:59Z
dc.date.available2015-09-17T14:04:06Z
dc.date.available2020-06-22T14:26:59Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/86
dc.description.abstractThis study investigated how ClassWide Peer Tutoring can be effective for students with Emotional or Behavioral Disorders. This research was a quantitative study and followed an A-B-A design, where the first A was the initial baseline observations, B was the ClassWide Peer Tutoring intervention, and the second A was the baseline reintroduced after the intervention was withdrawn. The study was six weeks and each phase of the research design was for two weeks with two observations each week. The study examined data from a single subject participant with Emotional or Behavioral Disorders in an 8th grade mathematics class. Results from this study found on-task behaviors increased while off-task behaviors decreased when ClassWide Peer Tutoring was implemented during intervention. In addition to improved behavior, academic accuracy was better with ClassWide Peer Tutoring. Implications for further research include lengthening the research study to an A-B-A design and examining the differences between student thought incentives and teacher incentives.en_US
dc.language.isoen_USen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectPeer teaching.en_US
dc.subjectMathematics -- Study and teaching -- Research.en_US
dc.subjectBehavior disorders in children.en_US
dc.subjectAcademic achievement -- United States -- Case studies.en_US
dc.subjectInclusive education.en_US
dc.titleThe impact of Classwide Peer Tutoring for students with emotional or behavior disorders.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:26:59Z
dc.description.institutionSUNY at Fredonia


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