Allen Children as Teachers

Theory and Research on Tutoring
1. Auflage 2013
ISBN: 978-1-4832-1591-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 292 Seiten, Web PDF

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.

Autoren/Hrsg.

Allen, Vernon L.

Inhaltsverzeichnis

1;Front Cover;1
2;Children as Teachers: Theory and Research on Tutoring;4
3;Copyright Page;5
4;Table of Contents;6
5;List of Contributors;12
6;Preface;14
7;Part 1: Theoretical Considerations;18
7.1;REFERENCES;24
7.2;Chapter 1. The Helping Relationship and Socialization of Children: Some Perspectives on Tutoring;26
7.2.1;HISTORICAL BACKGROUND;27
7.2.2;AGE STRATIFICATION. SOCIALIZATION, AND TUTORING;37
7.2.3;REFERENCES;42
7.3;Chapter 2. Cross-Age Tutoring and Social Identity;44
7.3.1;A THEORETICAL FRAMEWORK;46
7.3.2;THE ROLE OF TEACHER;50
7.3.3;THE ROLE OF TUTOR;52
7.3.4;THE PROBLEM OF INDIVIDUAL DIFFERENCES;56
7.3.5;CONCLUSION;56
7.3.6;ACKNOWLEDGMENT;57
7.3.7;REFERENCES;57
7.4;Chapter 3. Cross-Age versus Same-Age Peer Interaction: Ethological and Cross-Cultural Perspectives;58
7.4.1;AN ETHOLOGICAL PERSPECTIVE ON PEER GROUP COMPOSITION;59
7.4.2;CROSS-CULTURAL STUDIES;63
7.4.3;INTERPRETIVE COMMENT;65
7.4.4;SOME THOUGHTS FOR DESIGNERS OF CROSS-AGE PROGRAMS;67
7.4.5;CONCLUSIONS;71
7.4.6;ACKNOWLEDGMENT;71
7.4.7;REFERENCES;71
7.5;Chapter 4. Social Skills Theory;74
7.5.1;NONVERBAL ELEMENTS OF SOCIAL BEHAVIOR;75
7.5.2;SEQUENCES OF BEHAVIOR;79
7.5.3;THE EFFECTS OF SOCIAL SKILLS;83
7.5.4;ACQUISITION OF SOCIAL SKILLS;86
7.5.5;SOCIAL SKILLS TRAINING;87
7.5.6;REFERENCES;88
8;Part II: Helping Relationships with Children;92
8.1;REFERENCE;97
8.2;Chapter 5. Teaching Styles in Young Children: Implications for Peer Tutoring;98
8.2.1;REINFORCEMENT STYLES IN TEACHING;99
8.2.2;CROSS-CULTURAL STUDIES OF REINFORCEMENT STYLE;105
8.2.3;TEACHING STYLE AND COGNITIVE COMPETENCE;108
8.2.4;CONCLUSIONS;112
8.2.5;REFERENCES;113
8.3;Chapter 6. Siblings Teaching Siblings;116
8.3.1;INTERACTION WITHIN THE FAMILY;117
8.3.2;RESEARCH ON SIBLINGS TEACHING SIBLINGS;118
8.3.3;THEORETICAL EXPLANATIONS;125
8.3.4;IMPLICATIONS FOR RESEARCH AND PRACTICE;127
8.3.5;REFERENCES;127
8.4;Chapter 7. Studies on the Role of Tutor;130
8.4.1;CONSEQUENCES OF ENACTING THE ROLE OF TUTOR;131
8.4.2;SOCIAL INTERACTION PROCESSES;137
8.4.3;Conclusions;145
8.4.4;REFERENCES;145
8.5;Chapter 8. Nonprofessional Human-Service Helping Programs for Young Children;148
8.5.1;A RATIONALE FOR NONPROFESSIONAL HUMAN-SERVICE INTERVENTION;148
8.5.2;HOUSEWIVES AS CHILD-AIDES;150
8.5.3;RELATED PROGRAMS;156
8.5.4;DISCUSSION. IMPLICATIONS, AND CONCLUSIONS;162
8.5.5;REFERENCES;164
9;Part III: Tutoring Programs in Schools;168
9.1;Chapter 9. Learning through Cross-Age Helping: Why and How;174
9.1.1;RATIONALE AND GOALS;175
9.1.2;INGREDIENTS FOR A SUCCESSFUL PROGRAM;176
9.1.3;DESIGNS FOR CROSS-AGE HELPING PROGRAMS;178
9.1.4;CONCLUSIONS;181
9.1.5;REFERENCES;185
9.2;Chapter 10. Structured Tutoring: Antidote for Low Achievement;186
9.2.1;TRAINING NONPROFESSIONAL TUTORS;187
9.2.2;CONCLUSIONS;192
9.2.3;REFERENCES;193
9.3;Chapter 11. A Model for the Development or Selection of School-Based Tutorial Systems;196
9.3.1;CHARACTERISTICS OF AN EFFECTIVE TUTORIAL SYSTEM;197
9.3.2;REFERENCES;205
9.4;Chapter 12. The Tutorial Community;206
9.4.1;CHARACTERISTICS OF THE TUTORIAL COMMUNITY;206
9.4.2;ISSUES IN SCHOOL-WIDE TUTORING PROGRAMS;210
9.4.3;ACKNOWLEDGMENT;213
9.4.4;REFERENCES;213
9.5;Chapter 13. Tutoring and Psychological Growth;216
9.5.1;THE TUTORING PROGRAMS;217
9.5.2;EXPECTATIONS ASSOCIATED WITH TUTORING;219
9.5.3;VARIATIONS IN THE CHICAGO SCHOOL PROGRAMS;221
9.5.4;DEPENDENT MEASURES;222
9.5.5;FINDINGS AND DISCUSSION;229
9.5.6;REFERENCES;234
9.6;Chapter 14. Teenagers as Tutors of Academically Low-Achieving Children: Impact on Tutors and Tutees;236
9.6.1;THE MOBILIZATION FOR YOUTH TUTORIAL PROGRAM;237
9.6.2;PREDICTING CHANGE IN TUTORS AND THEIR TUTEES;241
9.6.3;DISCUSSION;244
9.6.4;REFERENCES;246
10;Part IV: Problems and Possibilities;248
10.1;Chapter 15. Children Tutoring Children: A Critical Review of Research;252
10.1.1;VARIABLES AFFECTING THE OUTCOMES OF TUTORING;253
10.1.2;COMMENTS ON RESEARCH DESIGN;263
10.1.3;REFERENCES;266
10.2;Chapter 16. Implementing Tutoring Programs: Some Alternatives for Practitioners and Researchers;270
10.2.1;IMPLEMENTING A TUTORING PROGRAM;271
10.2.2;IMPLEMENTING FIELD RESEARCH;279
10.2.3;REFERENCES;283
10.2.4;MANUALS, TUTORING PACKAGES, AND TUTORING MATERIALS;284
11;Index;286