The Playground Leader program at Wells Elementary School provides an opportunity for trained students to direct structured small and large group activity stations during recess. Fourth graders are leaders in the setting described in this document, but older students could be trained in other school settings. The playground leaders are chosen…

The purpose of this study was to determine if cross age peer tutoring of fifth grade and kindergarten students would have an effect on reading achievement. For eight weeks one group of fifth graders and kindergartners paired together four times a week, while the other group was not cross age paired. Both groups were given a Reading Interview…

Traditional large-group instruction is geared toward one type of learning style and often assumes a specific cultural background. Tutoring, as a way to augment traditional instruction and help students with special needs, is examined in this bulletin. Following the introduction, chapter 1 reviews evidence supporting the effectiveness of tutoring…

The use of peers has long been beneficial to students: especially useful are cross-age projects, where students in the elementary and secondary grades engage in a common unit featuring projects separate to each grade and whole group activities. Cross-age projects are workable with careful planning in advance among teacher and administrators.…

One approach to managing cross-graded classrooms is to reconceptualize the structure of the classroom and the curriculum to take advantage of student variability. In the "Basic" program described in this paper, grades one, two, and three were combined to help alleviate some of the problems of a small rural school in Nevada. The program is based on…

Secondary level students, selected by school personnel on the basis of signs of being academically "tuned-out," served as help agents with primary graders who manifested early school - maladaptation problems. There was significant teacher-judged improvement in the behavior of the primary graders. (Author/EH)

Presents most effective teaching techniques used by Elk Grove High School, California, in interdisciplinary courses on family-life education and child development. (ND)

Theoretical considerations for peer and cross-age tutoring are presented, essential inqredients for effective programs are offered, and a practical approach used by consulting teachers to design and implement a cost-effective tutoring program in Barre, Vermont is described. Benefits for the tutor and tutee are pointed out, including that tutoring…

One of 52 theoretical papers on school crime and its relation to poverty, this chapter describes the Childcare Apprenticeship Program at a special day school for 50 adolescents operating under the auspices of the Harvard Graduate School of Education. The program is a three-year, cross-age experiment that paired troubled adolescents and children…

The program described in this paper illustrates the extension of teaching to parents and older children. Project 88, so-called because of the 88 children who were involved during the first year of the program in 1969, is a parent participation program that included a kindergarten, a first grade, and an interage 4-5-6 combination at the Castro…

One of the programs included in "Effective Reading Programs...," this program serves over 3,100 first, second, and third grade, predominantly disadvantaged children. Approximately 2,000 junior high school students also participate in the program as cross-age tutors. Begun in 1972, the program focuses on reading and language development.…

Forth-two elementary school children (Grades 2, 3, and 4) were tutored on a one-to-one basis by junior high volunteers (Grades 6, 7, and 8) for 12 weeks. Prior to the start of the tutoring program and following an experimental tutoring session in which tutee performance and feedback were manipulated, both the elementary and secondary students…

The author reports on a community studies course which gives students a chance to taste adult responsibilities. (Editor)

The influence of the Athens (Georgia) Tutorial Program upon the academic achievement of 256 low socioeconomic students in grades 3-8 was studied. The study covered a 3-year period. Results showed the positive impact of the program, but accurate evaluation was not possible because complete records were not available. (JAZ)