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- W85248859 abstract "Class Wide Peer Tutoring (CWPn is an instructional strategy which utilizes students who are academically strong in one area, in this case science. These students have favorable behavioral characteristics which allow them to successfully tutor their peers. One eighth grade inclusion science class of 23 students from an urban middle school were divided into five groups of four students and one group of three students. Each group was assigned a student peer tutor. This tutor would assist other students in the group with the designated science activity. Weekly observations of the effects of the CWPT; student, tutor and educator surveys on their opinions of CWPT in the classroom; and the comparison of student grades for two marking periods before and after CWPT implementation were used to gauge the level of program success. Fewer students earned failing grades for the marking period following CWPT than in previous marking periods where CWPT was absent. Positive classroom behavior and student engagement also increased during learning activities once CWPT had been implemented. Chapter One: Introduction In 1990, The Individuals with Disabilities Education Act (IDEA) mandated that students with disabilities be mainstreamed into all core general education classes. The implementation ofiDEA became known as the inclusion movement in our national education system. It has forced educators to look at students and to evaluate their learning abilities. The results of these evaluations have identified more than half of the entire student population as learning disabled. About one third of the secondary science and math classes include students with learning disabilities (National Science Foundation, 1996). This astounding data has forced science and math educators to reflect on their instructional strategies to determine their effectiveness in student achievement. In addition to IDEA, The National Science Standards require that all students reach the goal of mastery skill level. In order for science students to gain mastery skill level they must have a deep understanding of core scientific concepts. Inquiry science facilitates understanding of these concepts via hands-on activities and discovery-based labs. Students rather than science teachers are developing and asking the questions for topics (Schaaf, 2002). The goal of inquiry science is to transform the science student into the science educator with the latter being master of the curriculum. Problem Statement How can it be ensured that each student becomes a master of science," @default.
- W85248859 created "2016-06-24" @default.
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- W85248859 date "2007-12-01" @default.
- W85248859 modified "2023-09-23" @default.
- W85248859 title "The Advantages of Class Wide Peer Tutoring in an Urban Eighth Grade Inclusion Science Class" @default.
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