Classwide peer tutoring in a martial arts alternative education program: Enhancing social and psychomotor skills
Authors:
- 1 June 2019
- journal article
- research article
- Published by Taylor & Francis in Preventing School Failure: Alternative Education for Children and Youth
- Vol. 63 (4) , 359-368
Abstract
Alternative Education Settings (AES) aim to provide active and inspiring instructional strategies that would reengage students at-risk in learning and improve their academic achievements. Classwide Peer Tutoring (CWPT) is an evidence-based instructional method that when combined with behaviorally oriented procedures yields positive effects on academic performance. The purpose of this study was to examine whether CWPT could advance the social and motor performance of four third-grade students in an innovative martial arts program in an urban charter school. An ABAB single subject design was used to examine the effects of CWPT on social skills (i.e., providing and receiving feedback) and correct motor performance. Results suggested improvement in social performance for three participants and mixed results for motor performance. Implications for practice in AES programs are provided.Keywords
This publication has 21 references indexed in Scilit:
- Effect Size in Single-Case Research: A Review of Nine Nonoverlap TechniquesBehavior Modification, 2011
- Classwide Peer Tutoring: Practice, Theory, Research, and Personal NarrativeIntervention in School and Clinic, 2010
- Badder than “Just a Bunch of SPEDs”: Alternative Schooling and Student Resistance to Special Education RhetoricJournal of Contemporary Ethnography, 2009
- Educating Through the Physical – RationaleEducation and Treatment of Children, 2009
- Alternative SchoolsRemedial and Special Education, 2008
- ENGAGE: A Blueprint for Incorporating Social Skills Training Into Daily Academic InstructionPreventing School Failure: Alternative Education for Children and Youth, 2008
- Examining the relationship between treatment outcomes for academic achievement and social skills in school‐age children with attention‐deficit hyperactivity disorderPsychology in the Schools, 2008
- A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning.Journal of Educational Psychology, 2006
- Applications of Tutoring Systems in Specialized Subject AreasRemedial and Special Education, 2003
- ClassWide Peer Tutoring and the Prevention of School FailurePreventing School Failure: Alternative Education for Children and Youth, 1995