THE EFFECTS OF RECIPROCAL PEER TUTORING AND GROUP CONTINGENCIES ON THE ACADEMIC-PERFORMANCE OF ELEMENTARY-SCHOOL-CHILDREN

被引：46

作者：

PIGOTT, HE

FANTUZZO, JW

CLEMENT, PW

机构：

[1] CALIF STATE UNIV FULLERTON,DEPT PSYCHOL,FULLERTON,CA 92634

[2] FULLER THEOL SEMINARY,PASADENA,CA 91101

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 1986年 / 19卷 / 01期

关键词：

D O I：

10.1901/jaba.1986.19-93

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

引用

页码：93 / 98

页数：6

共 10 条

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[3]

Lovitt T. C., 1978, 4 R RES CLASSROOM, P127

[4] INCREASED PEER-TEACHING WITH GROUP-ORIENTED CONTINGENCIES FOR ARITHMETIC PERFORMANCE IN BEHAVIOR-DISORDERED ADOLESCENTS [J].

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[5]

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RUSCH FR, 1983, J APPLIED BEHAVIOR A, V14, P131

[7] WHEN DOES COOPERATIVE LEARNING INCREASE STUDENT-ACHIEVEMENT [J].

SLAVIN, RE .

PSYCHOLOGICAL BULLETIN, 1983, 94 (03) :429-445

[8] USE OF NORMATIVE PEER DATA AS A STANDARD FOR EVALUATING CLASSROOM TREATMENT EFFECTS [J].

WALKER, HM ;

HOPS, H .

JOURNAL OF APPLIED BEHAVIOR ANALYSIS, 1976, 9 (02) :159-168

[9]

WOLFE JA, 1984, CHILD FAM BEHAV THER, V6, P45

[10]

WOLTER C, 1984, TECHNIQUES, V1, P14

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