Preparing Preservice Teachers to Implement Class Wide Peer Tutoring

Abstract

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils' academic performance. Participants learned to use Juniper Gardens Children's Project's Class Wide Peer Tutoring (CWPT) program through a two-hour workshop and with in class assistance. The amount of time required for each preservice teacher to reach a pre-established training criterion (i.e., unassisted use of CWPT for three consecutive sessions with fidelity ratings of 85% and above) was calculated and specific implementation comments and concerns were recorded. Academic effects on pupils' spelling test performance were assessed using weekly pretests and posttests and social validity data were collected from all primary consumers. Key outcomes were that (a) preservice teachers were able implement CWPT with a high degree of accuracy with about 60 minutes of in class assistance, (b) use of CWPT resulted in high spelling grades on weekly posttests for all pupils, (c) preservice and cooperating teachers and their pupils reported favorable “treatment acceptability” for CWPT, and (d) some preservice teachers made procedural adaptations that appeared to be related to lower levels of pupil satisfaction. Findings are discussed in light of recent movements in the use of evidence-based teaching practices, professional accountability, and preservice teacher preparation.