Peggy G. Perkins

Using Peer Tutoring to Increase Social Interactions in Early Schooling

The purpose of this study is to evaluate the effects of classwide peer tutoring (CWPT), a peer-mediated teaching approach, on the social interaction behavior of children who are English language learners and children who are native English speakers. Two second-grade classrooms from an elementary school were selected as the research setting. CWPT was the independent variable, and childrens frequency of social interactions was the dependent variable. All children from the two settings were observed and videotaped during the study. Findings of this study indicated that CWPT was as effective for English language learners as it has been for native English speakers in shaping positive social interactions. In both groups, children engaged in very few negative behaviors. Questionnaires from the teachers and students indicated that both groups enjoyed the CWPT process, and they intended to continue using CWPT. The findings encourage teachers of English language students to implement CWPT regularly in their natural classroom settings. The results also indicate that the appropriate arrangement of learning environments is critical for childrens social interactions. The opportunities provided for social interactions contribute significantly to the educational success of English language students despite their limited English proficiency.

Self-efficacy and interest in the use of reading strategies

Abstract We examined the influence of reading strategy instruction on self-efficacy, interest, and comprehension by 4th-graders from at-risk environments. Previous research indicates that reading strategy instruction can improve reading comprehension; however, few studies have examined the link between strategy instruction and self-efficacy and interest in using reading strategies. Students participated in reading strategy instruction and activities over a two-week period. We measured self-efficacy, interest, and comprehension before and after the strategy instruction. As predicted, self-efficacy and interest increased while comprehension remained stable. Results suggest that explicit strategy instruction and practice can be integrated with existing classroom curriculum and can influence student motivation in a relatively short period of time. Suggestions are provided for strategy instruction.

Effects of peer tutoring on young children’s social interactions

This study examined the effects of peer tutoring on children’s social interactions and compared social interaction behaviors between children who are English‐language learners (ELL) and children who are primary English speakers (PES). Single‐subject withdrawal design (ABA) was applied in this study and classwide peer tutoring was used as the independent variable. Seven ELL and seven PES from two early primary‐grade classrooms were selected as the participants. Participants’ ages ranged from six to eight years old. Results of this study showed that classwide peer tutoring was effective for both ELL and PES. The data also indicated that the intervention (classwide peer tutoring) was relatively more effective for the ELL group than for the PES group. In both groups, children were engaged in very few negative behaviors.

Portfolio Assessment of Teachers

valuating teacher performance for improvement is a valuable way to enhance the quality of elementary and secondary school programs (Decker and Decker 1988). Each school program should organize its own criteria for evaluating teacher performance. In establishing the criteria, the principal should consider the philosophy and policies of the program, the roles and responsibilities of the teachers, and the qualities constituting effective and successful performance. One of the general principles of evaluation is that it should be an ongoing process (Gronlund and Linn 1990). A continuous process can provide information

Constructing student portfolios: A process and product that fosters communication with families

When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?”

Collaboration in Preparing Urban Teachers.

Abstract The Urban Teaching Partnership Program (UTP) is a field-based, post-baccalaureate teacher education program that was developed, as one effort to meet the national and local shortage of teachers in urban contexts. The UTP offers an intensive route to teacher licensure in the state of Nevada for individuals with baccalaureate degrees outside of education. The purposes of UTP are to prepare teachers for urban contexts, blend the theory and practice of teaching, and offer experienced teachers professional development and mentoring opportunities. The College of Education at the University of Nevada, Las Vegas (UNLV) and the Clark County School District (CCSD) were partners in the development and implementation of this program. The purpose of this article is to provide information related to the program, especially in the areas of development, implementation, and evaluation.

The Development of a Bachelors Degree in Early Childhood Education: Preparation for Teaching Inclusive Education

The article discusses the need for a unified curriculum to meet the needs of all young children ages birth to 8 years of age in inclusive settings. The description of the development of an early childhood teachers preparation program is provided. The programs purpose is to offer a comprehensive curriculum collaboratively between a community college and a university for prospective teachers of young children. The program incorporates practices reflecting pluralistic approach to both content and method and in teaching typical and atypical developing children. It addresses the accommodating of individual differences, learning and/or behavioral problems, and racial and ethnic diversities in classrooms. The programs requirements, goals, and stages of development are included.

Learning styles of gifted adolescents with in-school versus out-of-school accomplishments in literature.

The learning styles of two groups of adolescents gifted in literature, one composed of subjects with high grade point averages in school in literature (n = 232) and one of subjects who had high scores on talented out-of-school accomplishments in literature (n = 192), were compared. Six of the 22 elements measured by the Learning Styles Inventory distinguished between the two groups. The out-of-school gifted group preferred to work with peers and felt comfortable learning in a variety of different ways. They tended to be less visual and more auditory learners and expressed a greater preference to learn by experiential or hands-on activities than the in-school gifted group. The implications for teaching and counseling gifted learners, differently defined, are discussed.

Young children's acquisition of selected art concepts using the medium of blocks with teacher guidance

The purpose of this study was to investigate the significance of using blocks as an art medium to teach young children, 3 and 4 years of age, selected art concepts through regularly scheduled treatments. lt is also examined the effect of learning these concepts had on the structures the children built. The sample consisted of 40 children, ages 42-54 months. The 20 experimental subjects were divided into 4 groups of 6 and each group received 1 identical treatment per week for 6 weeks. They were introduced to and encouraged to talk about art attributes while observing structures, interacting with the experimenter and manipulating and building with blocks. The control groups received no treatment, but were free to construct with blocks. Results indicated that the effect the learning sessions had on childrens acquisition of art concepts and the application of these within a block structure compared to those who did not have the learning sessions yielded significance at the .001 level in favor of the experime...

Literacy Education and Families: A Program and Its Progress.

Project Literacy Education and Families (LEAF) is a family literacy program that provides experiences for parents to develop their skills and confidence that will enable them to see possibilities instead of limitations. The purpose of Project LEAF is to provide intervention composed of four basic program components: adult literacy, early childhood education, parent education and parent‐child literacy and play interaction time. The purpose of this article is to provide information related to the programs development, implementation, and evaluation.