Investigating the Effectiveness of “Classwide Peer Tutoring” (CWPT) Strategy in a Mixed Learning

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Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 2016, 17(1), 23-39

Makale Gönderim-Kabul Tarihi: 08.10.15-23.03.16 DOI: 10.1501/Ozlegt_0000000237

RESEARCH

Investigating the Effectiveness of “Classwide Peer Tutoring” (CWPT) Strategy in a Mixed Learning (Dis)Abilities Primary School Classroom: A case study

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Charikleia Ntoliou Metropolitan College

Efthymios Papatzikis Canadian University

Vassiliki Pliogou Metropolitan College

Abstract

The purpose of this article is to discuss ClassWide Peer Tutoring (CWPT) strategy as an effective educational procedure in including students with learning disabilities in general education classroom. In addition to describing CWPT, this article mainly presents a case study in which a primary educator teacher worked collaboratively with an educational researcher in a second grade Greek classroom to examine the impact of CWPT on students‟ word-spelling performance, as monitored on curriculum-based assessments. Data were collected by applying pre- and post-tests. Results indicated that all students, including those being at risk of having learning disabilities, improved their performance. The article concludes with a discussion of the procedure and areas of future research and application. Keywords: ClassWide Peer Tutoring, learning disabilities, inclusion, word-spelling ability.

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Corresponding Author: Metropolitan College, Department of Education and Special Education, Thessaloniki, Greece, Palagia, POB: 117, Alexandroupolis, Greece, Tel: 0030.2551035262, E-mail: charadoliou@gmail.com  Dr., Assist. Prof., Canadian University Dubai, Educational Neuroscience of Music and Sound, Dubai, E-mail: e.papatzikis@cud.ac.ae  Dr., Metropolitan College, Department of Education and Special Education, Thessaloniki, Greece, 14 Venizelou str., Thessaloniki, Greece, 0030.2310241010, E-mail: pliogouv@gmail.com

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