166
E.
L.
COWEN,
R.
P.
LORION,
D.
UORR,
s.
P.
CLARFIELD
AND
A.
B.
WISLON
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AN EVALUATION
OF
TWO METHODS
OF
PEER TUTORING
THOMAS
OAKLAND
AND
FERN
C.
WILLIAMS
The University
of
Texas
The use
of
tutors to assist in the continuous educational development of
students surely is not
a
new strategy within education. What is new is the number
of
schools in which tutors are being used,
as
well as the attempts to evaluate the
effectiveness of tutoring activities. Programs such as the Volunteers
for
Action
serve to stimulate adults to work more actively with children-particularly those
children achieving below grade level. In addition, numerous school systems are
using upper elementary, junior high and senior high students as tutors.
While cross-age tutoring programs perhaps are more prominent,
peer
tutoring
programs also are being used. Selecting one pupil to tutor one
or
more children
of
the
same age
and
grade
eliminates some of the scheduling and transportation problems
typically encountered in cross-age tutoring programs. A peer tutoring program
permits the teacher to utilize more fully the personnel resources within his class
while attempting
to
individualize instruction.