Classifying the Evidence Base of Classwide Peer Tutoring for Students with High-Incidence Disabilities
| Autor: | Sara Cothren Cook, Lysandra Cook, Bryan G. Cook |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
050103 clinical psychology
Evidence-based practice media_common.quotation_subject 05 social sciences 050301 education Fidelity Special education Education Classwide Peer Tutoring Educational research Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Quality (business) Psychology Set (psychology) 0503 education Inclusion (education) media_common |
| Zdroj: | Exceptionality. 25:9-25 |
| ISSN: | 1532-7035 0936-2835 |
| DOI: | 10.1080/09362835.2016.1196448 |
| Popis: | Evidence-based reforms that emphasize the identification and implementation of empirically validated practices are at the forefront of educational research, and recently, the Council for Exceptional Children (CEC; 2014) published a set of standards for establishing evidence-based practices in special education. Although 30 years of research supports the effectiveness of ClassWide Peer Tutoring (CWPT), an instructional strategy intended to increase engagement and improve academic outcomes for students with disabilities, a formal evidence-based review has not yet been conducted on the practice. The purpose of this study is to examine whether CWPT, as developed by the Juniper Gardens Children’s Project at the University of Kansas, can be considered an evidence-based practice for academic outcomes of students with high incidence disabilities using the CEC standards. Sixteen single-case design studies met inclusion criteria; no studies addressed all the required quality indicators. Although results of ... |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|