The purpose of this study was to discover what happens in a fourth grade inclusion classroom when peer tutoring is implemented. Peer tutoring was implemented as a test review strategy for five tests. Observations were recorded based on off task behavior, on task behavior, questions asked during the reviews, and students that finished in the allotted time. These results were compared to previous observations that were taken during typical test reviews. During the peer tutoring reviews, an average of 36.4 instances of on task behavior were observed, compared to an average of 23 instances during the typical test reviews. There was an average of 8.2 instances of off task behavior observed during the peer tutoring reviews, compared to an average of 19 instances during the typical reviews. During the peer tutoring reviews, an average of 9.8 questions were asked. During the typical reviews, an average of 13.5 questions were asked. In the typical test reviews, an average of 15.5 out of 18 students finished on time. During the peer tutoring reviews, 14.6 out of 18 students finished on time. Based on this data, it was concluded that peer tutoring is an effective reading strategy. Implications of these results and the use of peer tutoring are discussed.
","abstract_html":"<p>The purpose of this study was to discover what happens in a fourth grade inclusion classroom when peer tutoring is implemented. Peer tutoring was implemented as a test review strategy for five tests. Observations were recorded based on off task behavior, on task behavior, questions asked during the reviews, and students that finished in the allotted time. These results were compared to previous observations that were taken during typical test reviews. During the peer tutoring reviews, an average of 36.4 instances of on task behavior were observed, compared to an average of 23 instances during the typical test reviews. There was an average of 8.2 instances of off task behavior observed during the peer tutoring reviews, compared to an average of 19 instances during the typical reviews. During the peer tutoring reviews, an average of 9.8 questions were asked. During the typical reviews, an average of 13.5 questions were asked. In the typical test reviews, an average of 15.5 out of 18 students finished on time. During the peer tutoring reviews, 14.6 out of 18 students finished on time. Based on this data, it was concluded that peer tutoring is an effective reading strategy. Implications of these results and the use of peer tutoring are discussed.</p>","abstract_has_math":false,"creators":["Weiss, Kathleen"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Hespe, David"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-06-14T07:00:00Z","date_published":"2008-06-14T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Fourth grade (Education); Peer teaching","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/763","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hespe, David"]},{"key":"dc:creator","label":"Author","values":["Weiss, Kathleen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Fourth grade (Education); Peer teaching","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/763"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to discover what happens in a fourth grade inclusion classroom when peer tutoring is implemented. Peer tutoring was implemented as a test review strategy for five tests. Observations were recorded based on off task behavior, on task behavior, questions asked during the reviews, and students that finished in the allotted time. These results were compared to previous observations that were taken during typical test reviews. During the peer tutoring reviews, an average of 36.4 instances of on task behavior were observed, compared to an average of 23 instances during the typical test reviews. There was an average of 8.2 instances of off task behavior observed during the peer tutoring reviews, compared to an average of 19 instances during the typical reviews. During the peer tutoring reviews, an average of 9.8 questions were asked. During the typical reviews, an average of 13.5 questions were asked. In the typical test reviews, an average of 15.5 out of 18 students finished on time. During the peer tutoring reviews, 14.6 out of 18 students finished on time. Based on this data, it was concluded that peer tutoring is an effective reading strategy. Implications of these results and the use of peer tutoring are discussed.
"]},{"key":"dc:title","label":"Title","values":["Peer tutoring in a fourth grade inclusion classroom"]}]}],"canonical_facts":{"dc:contributor":["Hespe, David"],"dc:creator":["Weiss, Kathleen"],"dc:date.available":["2016-03-23T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to discover what happens in a fourth grade inclusion classroom when peer tutoring is implemented. Peer tutoring was implemented as a test review strategy for five tests. Observations were recorded based on off task behavior, on task behavior, questions asked during the reviews, and students that finished in the allotted time. These results were compared to previous observations that were taken during typical test reviews. During the peer tutoring reviews, an average of 36.4 instances of on task behavior were observed, compared to an average of 23 instances during the typical test reviews. There was an average of 8.2 instances of off task behavior observed during the peer tutoring reviews, compared to an average of 19 instances during the typical reviews. During the peer tutoring reviews, an average of 9.8 questions were asked. During the typical reviews, an average of 13.5 questions were asked. In the typical test reviews, an average of 15.5 out of 18 students finished on time. During the peer tutoring reviews, 14.6 out of 18 students finished on time. Based on this data, it was concluded that peer tutoring is an effective reading strategy. Implications of these results and the use of peer tutoring are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/763"],"dc:subject":["Fourth grade (Education); Peer teaching","Elementary Education and Teaching"],"dc:title":["Peer tutoring in a fourth grade inclusion classroom"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:40Z"}