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A project investigating the effects of peer tutoring on students' academic achievement focused on use of tutoring with underachieving, limited-English-speaking 11th- and 12th-graders. The method was designed to use materials readily available and require minimal expenditure of teacher time and resources. Students (n=18) voluntarily attended tutorial sessions, some to prepare for the high school competency exam and some for assistance with specific subject areas. The tutoring program lasted for 12 weeks. The program's objectives were to: (1) improve students' pass rate on the high school competency test; (2) increase completion of homework; (3) improve grade point averages by half a point; and (4) promote favorable attitudes in 85% of participants. Only the fourth objective was met, although progress was seen toward the second objective. Problems included limited student ability to attend tutoring sessions and the limited length of the tutoring program in light of the severity of student needs. Tutors expressed personal satisfaction and a desire to continue, and the program was extended. Appended materials include a statement of school commitment to student achievement, progress report form, letter to parents (English and Spanish), letter to teachers, tutoring program flyer, tutors' and students' sign-in sheets, and a final project assessment form. (MSE)

Descriptors: Academic Achievement, Achievement Gains, Basic Skills, Classroom Techniques, English (Second Language), Grade 11, Grade 12, High School Students, High Schools, Instructional Effectiveness, Limited English Speaking, Peer Teaching, Study Skills, Teaching Methods, Tutorial Programs, Underachievement











Autor: Torres-Gavilanes, Janet

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9067&id=ED356652



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