Date of Award
1990
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Jack Clutter
Keywords
academic achievement, affective skills, attendance, attendance problems, discipline referrals, dropout prevention, educational system, exceptional student education, goals and objectives, high school students, mainstream classes, needs survey, parent surveys, peer, peer-assisted learning, peer counseling, peer tutors, peer tutoring, peers, questionnaires, school attitudes, secondary education, self-concept, social interactions, special education, student abilities, student achievement, student relationships, teachers, teacher surveys, tutors, weekly meetings, weekly reports
Abstract
This practicum was designed to increase the affective skills and academic competence of students enrolled in a high school program for exceptional student education. Dropout prevention was also addressed as a possible result of no intervention.
The writer developed and administered a needs survey which documented that students were unable to develop effective relationships outside of the ESE classroom. Parents were also asked to complete a survey identifying social interactions of their children while at home. Teachers were asked to complete a survey indicating the number of ESE students who were passing their classes and the interactions with other students that were noticed.
Peers were selected from the general population of the school. These peers had to meet certain criteria to be eligible to participate in this program. Peers were assigned to an ESE student based on the completion of a questionnaire. The writer of the study made the matches. Peers were trained to work with students both in the academic and affective realms. Peers met with the writer weekly and completed forms indicating achievements made on a weekly basis.
The results of this practicum indicated that peer tutoring has a positive impact upon the affective and academic achievement of high school students. Analysis of the data revealed that students were able to make gains in school and that these students were able to improve their self-concept and attitude towards school. The data also showed that students who were considering leaving school were more inclined to reconsider their decision.
The data also found that peer assistors also gained much knowledge in their understanding that a wide range of student abilities can be found in the educational system. The peers also were able to develop goals and objectives for their students as well as themselves.
Teachers in the mainstream classes reported significant changes in the performance of the ESE students. Also, discipline referrals and attendance problems were reduced as a direct implication of this study.