Children as Teachers
Theory and Research on Tutoring
- 1st Edition - October 22, 2013
- Editor: Vernon L. Allen
- Language: English
- Paperback ISBN:9 7 8 - 1 - 4 8 3 2 - 0 2 4 8 - 8
- eBook ISBN:9 7 8 - 1 - 4 8 3 2 - 1 5 9 1 - 4
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… Read more

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Request a sales quoteChildren 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.
List of Contributors
Preface
I Theoretical Considerations
1 The Helping Relationship and Socialization of Children: Some Perspectives on Tutoring
Historical Background
Age Stratification, Socialization, and Tutoring
References
2 Cross-Age Tutoring and Social Identity
A Theoretical Framework
The Role of Teacher
The Role of Tutor
The Problem of Individual Differences
Conclusion
References
3 Cross-Age versus Same-Age Peer Interaction: Ethological and Cross-Cultural Perspectives
An Ethological Perspective on Peer Group Composition
Cross-Cultural Studies
Interpretive Comment
Some Thoughts for Designers of Cross-Age Programs
Conclusions
References
4 Social Skills Theory
Nonverbal Elements of Social Behavior
Sequences of Behavior
The Effects of Social Skills
Acquisition of Social Skills
Social Skills Training
References
II Helping Relationships with Children
5 Teaching Styles in Young Children: Implications for Peer Tutoring
Reinforcement Styles in Teaching
Cross-Cultural Studies of Reinforcement Style
Teaching Style and Cognitive Competence
Conclusions
References
6 Siblings Teaching Siblings
Interaction within the Family
Research on Siblings Teaching Siblings
Theoretical Explanations
Implications for Research and Practice
References
7 Studies on the Role of Tutor
Consequences of Enacting the Role of Tutor
Social Interaction Processes
References
8 Nonprofessional Human-Service Helping Programs for Young Children
A Rationale for Nonprofessional Human-Service Intervention
Housewives as Child-Aides
Related Programs
Discussion, Implications, and Conclusions
References
III Tutoring Programs in Schools
9 Learning through Cross-Age Helping: Why and How
Rationale and Goals
Ingredients for a Successful Program
Designs for Cross-Age Helping Programs
Conclusions
References
10 Structured Tutoring: Antidote for Low Achievement
Training Nonprofessional Tutors
Conclusions
References
11 A Model for the Development or Selection of School-Based Tutorial Systems
Characteristics of an Effective Tutorial System
References
12 The Tutorial Community
Characteristics of the Tutorial Community
Issues in School-Wide Tutoring Programs
References
13 Tutoring and Psychological Growth
The Tutoring Programs
Expectations Associated with Tutoring
Variations in the Chicago School Programs
Dependent Measures
Findings and Discussion
References
14 Teenagers as Tutors of Academically Low-Achieving Children: Impact on Tutors and Tutees
The Mobilization for Youth Tutorial Program
Predicting Change in Tutors and Their Tutees
Discussion
References
IV Problems and Possibilities
15 Children Tutoring Children: A Critical Review of Research
Variables Affecting the Outcomes of Tutoring
Comments on Research Design
References
16 Implementing Tutoring Programs: Some Alternatives for Practitioners and Researchers
Implementing a Tutoring Program
Implementing Field Research
References
Manuals, Tutoring Packages, and Tutoring Materials
Index
- No. of pages: 292
- Language: English
- Edition: 1
- Published: October 22, 2013
- Imprint: Academic Press
- Paperback ISBN: 9781483202488
- eBook ISBN: 9781483215914
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