Effects of Classwide Curriculum-Based Measurement and Peer Tutoring: A Collaborative Researcher-Practitioner Interview Study.

Phillips, Norris B.; And Others

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Peer reviewed

ERIC Number: EJ487999

Record Type: CIJE

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-2194

EISSN: N/A

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Effects of Classwide Curriculum-Based Measurement and Peer Tutoring: A Collaborative Researcher-Practitioner Interview Study.

Phillips, Norris B.; And Others

Journal of Learning Disabilities, v27 n7 p420-34 Aug-Sep 1994

Twenty general education teachers participated in a project that combined curriculum-based measurement (CBM) and peer tutoring (PT) for students with learning disabilities in the regular classroom. In interviews, the teachers specified a large number of academic, social, and instructional benefits of the methods, and they also identified several weaknesses. (Author/DB)

Descriptors: Classroom Research, Curriculum Based Assessment, Educational Methods, Elementary Secondary Education, Interviews, Learning Disabilities, Peer Teaching, Questioning Techniques, Research and Development, Teacher Attitudes, Theory Practice Relationship, Tutorial Programs

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A