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Plataforma para o suporte de blended peer assisted learning

Teixeira, José Miguel Fabrício Pereira
Fonte: Universidade da Madeira Publicador: Universidade da Madeira
Tipo: Dissertação de Mestrado
Publicado em //2010 POR
Relevância na Pesquisa
56.67%
Este projecto foi realizado na Universidade da Madeira, no âmbito do Mestrado em Engenharia Informática e tem como título “Plataforma para o suporte de Blended Peer Assisted Learning”. Ao longo da nossa pesquisa sobre os vários métodos de aprendizagem online, deparamo-nos com uma grande lacuna que abrange a maior parte dos sistema de ensino assistidos por computador, ou seja, todas elas preocupam-se com a passagem de conhecimentos, mas raras são aquelas que têm em atenção o tipo de utilizador, qual a seu percurso académico e profissional, qual a metodologia que fará com que o mesmo capte melhor os conteúdos, etc. Com este objectivo em mente, e tendo em atenção as diversas plataformas e metodologias de ensino existentes, optou-se por elaborar uma arquitectura de uma plataforma capaz de centralizar na mesma, um conjunto de funcionalidades e metodologias que possibilitassem um acompanhamento mais específico do utilizador, proporcionando um maior conhecimento, através do qual poderia encaminhar o utilizador para a estratégia de aprendizagem que mais se adequasse a um utilizador com as suas características. Como se poderá constatar no decorrer desta dissertação, a plataforma desenhada e o módulo desenvolvido têm como base teórica o Peer Assisted Learning (PAL) e as suas estratégias de aprendizagem. O PAL é um conceito relativamente novo...

A (des) construção de um espaço e (re) construção de uma prática educativa: a jornada de uma professora de educação infantil num espaço reorganizado; The (de)construction of a space and the (re)construction of and educational practice: the journey of a children´s educator in a reorganized space.

Festa, Meire
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 28/03/2008 PT
Relevância na Pesquisa
46.67%
O objetivo deste trabalho foi acompanhar a ação de uma educadora de infância num espaço reorganizado, verificando as alterações que realizou nesse espaço e em sua prática educativa no decorrer do processo de pesquisaação, observando ainda os efeitos dessas alterações nas crianças através do envolvimento nas atividades que realizavam. A pesquisa desenvolveu-se numa Escola Municipal de Educação Infantil (EMEI) que desenvolvia a proposta pedagógica de Reorganização dos Espaços e das Atividades. A escolha justifica-se por três fatores interligados: necessidade de investigação sobre a formação profissional dos educadores de infância; importância de buscar possibilidades de apoio a práticas educativas que se desvinculem de propostas escolarizantes; fragilidade dos processos de formação em serviço desenvolvidos pelos sistemas educacionais na cidade de São Paulo. O trabalho caracteriza-se como um estudo de caso único, na perspectiva da pesquisa-ação e da tutoria entre pares. Foi realizado o acompanhamento da prática pedagógica através de dois eixos complementares: um voltado ao processo formativo da educadora e o segundo relacionado aos efeitos desse processo na prática pedagógica e no envolvimento das crianças na atividade...

Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance.

DuPaul, G J; Ervin, R A; Hook, C L; McGoey, K E
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1998 EN
Relevância na Pesquisa
46.72%
We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first- through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.

An expansion of the peer-tutoring paradigm: cross-age peer tutoring of social skills among socially rejected boys.

Gumpel, T P; Frank, R
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1999 EN
Relevância na Pesquisa
46.8%
We examined the effects of a cross-age peer-tutoring program on the social skills of 2 sixth-grade and 2 kindergarten socially rejected and isolated boys. Peer tutoring consisted of the older boys conducting social skills training with their younger tutees. The frequency of positive social interactions increased for all 4 boys, with maintenance of treatment gains following a 5-week interval.

Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

Kamps, D M; Barbetta, P M; Leonard, B R; Delquadri, J
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1994 EN
Relevância na Pesquisa
46.84%
A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.

Peer tutoring with or without home-based reinforcement, for reading remediation.

Trovato, J; Bucher, B
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1980 EN
Relevância na Pesquisa
46.98%
An operant-based corrective reading program was established to study effectiveness of peer tutoring in the school, for reading deficient children. Sixty-nine second to fourth grade students were matched on measures of initial reading ability and level of reading retardation, and randomly assigned to three groups: Peer Tutoring Only, Peer Tutoring with Home Based Reinforcement, and Control. SRA materials were used in training for the experimental groups, supplemented with additional reading materials. The program continued for 15 weeks, in seven public schools. Changes in oral reading accuracy and comprehansion were assessed. Both reading and comprehension were significantly increased by peer tutoring, relative to the control group. The addition of home-based reinforcement doubled this increase. The measured gain in oral reading, based upon standardized testing, was 0.19 years for the controls and 1.27 years for peer tutoring with home-based reinforcement. Internal measures of gain showed similar results, and comprehension gains were also comparable. A high rate of compliance with the tutoring program was maintained by the tutors. High ratings of satisfaction were obtained for the program, from all groups of participants. The feasibility of the program for application in the school system is discussed.

The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder

Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy
Fonte: The Society for the Experimental Analysis of Behavior Publicador: The Society for the Experimental Analysis of Behavior
Tipo: Artigo de Revista Científica
Publicado em //2007 EN
Relevância na Pesquisa
46.91%
This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play.

Teaching Math Skills to At-risk Students Using Home-based Peer Tutoring

Mayfield, Kristin H; Vollmer, Timothy R
Fonte: The Society for the Experimental Analysis of Behavior Publicador: The Society for the Experimental Analysis of Behavior
Tipo: Artigo de Revista Científica
Publicado em //2007 EN
Relevância na Pesquisa
46.93%
Home-based peer tutoring was used to teach math skills to 4 girls with deficits in mathematics and histories of abuse or neglect. Girls living in the same home formed tutoring dyads, and each participant served as both the peer tutor and the tutee during the course of the study. At the initiation of the tutoring intervention, an expert tutor provided multiple 3-min tutoring sessions to the designated peer tutor on three or four mathematics skills. The peer tutor concurrently provided 3-min tutoring sessions on the same skills to the tutee using a multiple baseline design. Results showed that participants improved their performance on all target skills. Additional interventions were implemented for some skills to improve accuracy further. Maintenance tests were also administered after 3 to 5 months of no practice on the skills. Results showed that tutors and tutees maintained their accuracy on 7 of the 12 skills assessed.

Peer Tutoring to Prevent Firearm Play: Acquisition, Generalization, and Long-term Maintenance of Safety Skills

Jostad, Candice M; Miltenberger, Raymond G; Kelso, Pamela; Knudson, Peter
Fonte: The Society for the Experimental Analysis of Behavior Publicador: The Society for the Experimental Analysis of Behavior
Tipo: Artigo de Revista Científica
Publicado em //2008 EN
Relevância na Pesquisa
46.62%
Hundreds of accidental injuries and deaths to children occur annually in the United States as a result of firearm play. Behavioral skills training (BST) and in situ training have been found to be effective in teaching children the skills to use if they find a firearm, but training requires substantial time and effort. The current study examined the use of peers as tutors as a potential way to decrease the time and resources needed to teach these safety skills to youngsters. Peer trainers conducted BST and in situ training with other children. Children taught by the peer trainers acquired the safety skills and demonstrated them in naturalistic situations in which the skills were needed. Furthermore, all of the peer trainers acquired and maintained the skills. These results support the use of peer tutoring for teaching safety skills to other children.

Effects of Role and Assignment Rationale on Attitudes Formed During Peer Tutoring

Bierman, Karen Linn; Furman, Wyndol
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/02/1981 EN
Relevância na Pesquisa
46.68%
This study examined the role of contextual factors, such as assignment rationale, on the attitudinal effects of peer tutoring. Fourth-grade children engaged in brief tutoring experiences as either a tutor or tutee. Subjects received four rationales for being selected as tutor or tutee: (a) a competence rationale, (b) a physical characteristic rationale, (c) a chance rationale, or (d) no rationale. As predicted, tutors had more positive attitudes than tutees when they had been given a competence or physical characteristic rationale but not when the tutors were provided a chance rationale or no rationale. Additionally, the tutors’ and tutees’ attitudes were enhanced when no rationale was provided. Results are discussed in terms of their implications for a role-theory analysis of tutoring and their implications for applied programs.

Porque solos no aprendemos mucho: Una experiencia de tutoría entre iguales recíproca en Educación Primaria; Because we don't learn much alone: an experience of reciprocal peer tutoring in primary education

Moliner Miravet, Lidón; Moliner García, Odet; Sales Ciges, Auxiliadora
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
66.67%
This paper presents a research study that explores the potential of reciprocal peer tutoring as a cooperative learning method. The aim of this study is to check if improvements are registered in variables such as academic achievement, self-concept and attitude of solidarity after the method was applied. We used a quasi-experimental pretest-posttest design to analyze the results obtained via questionnaires, and a descriptive transactional design to analyze the information gathered in focus groups. Questionnaires were administered to 3rd grade students of Valencian language at El Palmeral Pre-school and Primary Education School in Benicassim (Castellón, Spain). The results reveal great student satisfaction with this modus operandi in the classroom, a statistically significant impact upon academic achievement, and qualitative improvements in student self-concept and attitude of solidarity.; El objetivo de este estudio es presentar una experiencia de tutoría entre iguales recíproca llevada a cabo con estudiantado de tercero primaria en el área de Valenciano.  Por una parte, comprobaremos a nivel cuantitativo su eficacia a través del análisis de una serie de variables cognitivas y emocionales (rendimiento, autoconcepto y actitud de solidaridad). Y por otra...

Introducing peer-supported learning approach to tutoring in engineering and technology courses

Mahdi, Abdulhussain E
Fonte: Manchester University Press Publicador: Manchester University Press
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
46.78%
peer-reviewed; An innovative, non-traditional tutoring programme based on collaborative and peer-support learning is described, and a reflection on two years of its implementation to specific subjects in electronic engineering and ICT-based courses at the University of Limerick is presented. The programme, known as Peer-Supported Learning Groups (PSLG), is an academic enrichment scheme, which has been developed by adapting the American Sl model such that it meets the needs of students in Ireland and fits into the Irish third-level education system. This paper begins by giving a rationale for the introduction of the PSLG to the targeted subjects, followed by descriptions of the operational structure of the programme highlighting the difficulties encountered at the initial stages and the measures taken to alleviate these difficulties. Quantitative measures for evaluating the effect of the PSLG on students' performance, as well as analysis of feedback collected from the students and the leaders, are presented and discussed. The paper concludes by outlining issues for improving the current programme and associated further developments.; accepted; peer-reviewed

Peer tutoring as an educational strategy in college; Tutoría entre pares como una estrategia pedagógica universitaria; Tutoria entre pares como estrategia pedagógica universitária

Cardozo-Ortiz, Claudia Esperanza; Universidad Industrial de Santander
Fonte: Universidad de la Sabana Publicador: Universidad de la Sabana
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
56.54%
This article describes a peer tutoring experience developed at a university in Bucaramanga, Colombia to create the conditions and scenarios required in higher education to self-regulate academic learning and incorporate new strategies into the student-teacher relationship. The ethnographic methodological process made it possible to understand and interpret existing circumstances based on the categories and sub-categories that emerged from the analysis. The findings were organized into four pivotal areas; namely, a union of values and academia, where integrating ties are shared, constructed and created; tutors who serve as learners and mediators; educational actors who facilitate the mentoring process; and the need for a greater commitment on the part of the university community.; Se presenta la experiencia de "tutoría entre pares", desarrollada en una universidad de Bucaramanga, Colombia, con el propósito de crear condiciones y escenarios de formación universitaria que permitan autorregular los aprendizajes e incorporar nuevas estrategias en la relación pedagógica estudiante-profesor. El proceso metodológico etnográfico permitió leer e interpretar la realidad desde las categorías y subcategorías que emergieron en el análisis. Los resultados se organizaron en cuatro ejes...

Effects of collateral peer supportive behaviors within the classwide peer tutoring program.

Kohler, F W; Greenwood, C R
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1990 EN
Relevância na Pesquisa
46.8%
A classwide peer tutoring procedure was implemented in an urban elementary school classroom to improve students' spelling performance. Three students combined untrained or collateral tutoring behaviors with the core behaviors initially taught. To explore the function of these natural and spontaneous behaviors, a multielement single-subject experiment with replications was conducted. Results indicated that the additional tutoring behaviors increased (a) the academic response frequencies of 3 tutees and (b) the weekly spelling achievement of 1 target tutee. The remaining class members were successfully taught and continued to use these behaviors over the final 3 weeks of the school year. These findings are discussed with regard to academic instruction, natural communities of peer reinforcement, and the social validation of intervention procedures.

Effects of peer tutoring and consequences on the math performance of elementary classroom students1

Harris, V. William; Sherman, James A.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1973 EN
Relevância na Pesquisa
46.81%
The effects of unstructured peer-tutoring procedures on the math performance of fourth- and fifth-grade students were investigated. Students' performances in two daily math sessions, during which they worked problems of the same type and difficulty, were compared. When students tutored each other over the same math problems as they subsequently worked, higher accuracies and rates of performance were associated with the tutored math sessions. The use of consequences for accurate performance seemed to enhance the effects of tutoring on accuracy. The results from an independent-study control condition, which was the same peer-tutoring except that students did not interact with each other, suggested that interactions between students during the tutoring procedure were, in part, responsible for improved accuracy and rate of performance. When students tutored each other over different but related problems to those that they were subsequently asked to solve, accuracies and rates during tutored math sessions were also higher, suggesting the development of generalized skills in solving particular types of math problems.

Peer tutoring among elementary students: educational benefits to the tutor1

Dineen, John P.; Clark, Hewitt B.; Risley, Todd R.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1977 EN
Relevância na Pesquisa
46.93%
To determine whether tutoring might be academically beneficial to the tutor, this study investigated the acquisition of spelling words by three elementary students in a peer tutoring program. The experimental design allowed a simultaneous comparison of each child's gain in performance on comparable word lists on which the child tutored another child, was tutored by another child, or neither gave nor received tutoring. The children's spelling improved nearly an equivalent amount on those words on which they tutored another child as on the words on which they were tutored; no such change was noted on the words on which they neither gave nor received tutoring. These findings, that peer tutoring is profitable for the tutor as well as the tutee, provide a basis for recommending peer tutoring as one method of individualizing education.

Field replication of classwide peer tutoring.

Greenwood, C R; Dinwiddie, G; Bailey, V; Carta, J J; Dorsey, D; Kohler, F W; Nelson, C; Rotholz, D; Schulte, D
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1987 EN
Relevância na Pesquisa
46.89%
We conducted a large-scale field replication study of classwide peer tutoring applied to spelling instruction (Greenwood, Delquadri, & Hall, 1984). Two hundred and eleven inner-city students in four schools participated during their first- and second-grade school years. The effects of classwide peer tutoring were compared to teacher instructional procedures and pretest probes using a group replication design (Barlow, Hayes, & Nelson, 1984). Analysis of group and individual results indicated that (a) both teacher instructional procedures and classwide peer tutoring were effective in increasing spelling performance above pretest levels, (b) peer tutoring produced statistically greater gains relative to the teachers' procedures for both low and high student groups formed on pretest levels, (c) these outcomes were representative of groups, classes, individuals, and years during the project, and (d) participant satisfaction with the program was generally high. A separate analysis of the social importance of treatment outcome revealed differential findings for low and high groups related to pretest levels. Implications of these findings are discussed.

Apologia for undergraduate peer-tutors in writing

Cleary, Lawrence
Fonte: All Ireland Society for Higher Education Publicador: All Ireland Society for Higher Education
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
56.72%
peer-reviewed; When Kenneth Bruffee said ‘The beginnings of peer tutoring lie in practice, not in theory’ (Bruffee 2001, p.206), he was pointing out that ‘ancilliary [writing support] programs staffed by professionals’ weren’t working. ‘Students’, claimed Bruffee, ‘avoided them in droves’ (Bruffee, 2001: p.206). Students were avoiding lots of things in droves. It was, after all, the sixties. Back then, peers tutoring one another in writing was the trialling of a hunch. ‘Some of us guessed’, Bruffee recounted, ‘that students were refusing the help we were providing because it seemed to them merely an extension of the work, the expectations, and above all the social structure of traditional classroom learning’ (Bruffee 2001, pp. 206-07).

La Tutoría entre iguales y la orientación universitaria : una experiencia de formación académica y profesional

Álvarez Pérez, Pedro Ricardo; González Afonso, Miriam Catalina
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Article; info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em //2005 SPA
Relevância na Pesquisa
46.8%
La tutoria d’iguals (peer tutoring) en l’ensenyament universitari constitueix en l’actualitat una estratègia important d’orientació amb la qual es pretén facilitar els processos d’adaptació i promoció del alumnat de nou ingrés. Una de les condicions bàsiques per desenvolupar aquesta estratègia és la formació d’aquells estudiants dels últims cursos (companys tutors) que assessoraran els estudiants novells. En relació amb els processos de formació, tant teòrica com pràctica, dels companys tutors, es porta a terme una anàlisi de les concepcions i de les expectatives de l’alumnat en procés de formació respecte al seu rol orientador i es realitza una avaluació del programa de formació del company tutor.; Nowadays peer tutoring is an important strategy in university guidance aimed to facilitate the adaptation and promotion processes of first year students. One basic precondition for the development of this strategy is the training of students in the last two years of their university studies that will advise novel students as fellow tutors. In this article we analize the conceptions and expectations about their guidance role of students in the training process, in their theoretical and practical facets, and we present a first evaluation of the Training Program of fellow tutors.; La tutoría de iguales (peer tutoring) en la enseñanza universitaria constituye en la actualidad una importante estrategia de orientación con la que se pretende facilitar los procesos de adaptación y promoción del alumnado de nuevo ingreso. Una de las condiciones básicas para el desarrollo de dicha estrategia es la formación de aquellos estudiantes de últimos cursos (compañeros tutores) que asesorarán a los estudiantes noveles. En relación con los procesos de formación...

Cross-Age Tutoring in Kindergarten and Elementary School Settings: A Systematic Review and Meta-Analysis

Shenderovich, Yulia; Thurston, Allen; Miller, Sarah
Fonte: Elsevier Publicador: Elsevier
Tipo: Article; accepted version
EN
Relevância na Pesquisa
46.96%
This is the author accepted manuscript. The final version is available from Elsevier at http://www.sciencedirect.com/science/article/pii/S088303551500035X.; This systematic review summarizes effects of peer tutoring delivered to children between 5 and 11 years old by non-professional tutors, such as classmates, older children and adult community peer volunteers. Inclusion criteria for the review included tutoring studies with a randomized controlled trial design, reliable measures of academic outcomes, and duration of at least 12 weeks. Searches of electronic databases, previous reviews, and contacts with researchers yielded 11,564 titles. After screening, 15 studies were included in the analysis. Cross-age tutoring showed small significant effects for tutees on the composite measure of reading (g = 0.18, 95% CI: 0.08, 0.27, N = 8251), decoding skills (g = 0.29, 95% CI: 0.13, 0.44, N = 7081), and reading comprehension (g = 0.11, 95% CI: 0.01, 0.21, N = 6945). No significant effects were detected for other reading sub-skills or for mathematics. The benefits to tutees of non-professional cross-age peer tutoring can be given a positive, but weak recommendation. Effect Sizes were modest and in the range ?0.02 to 0.29. Questions regarding study limitations...