2 edition of Cross-age helping program found in the catalog.
Cross-age helping program
by Center for Research on Utilization of Scientific Knowledge, Institute for Social Research, The University of Michigan in Ann Arbor, Mich
Written in English
Bibliography: p. 12-14
|Contributions||Lippitt, Ronald, Eiseman, Jeffrey|
|The Physical Object|
|Number of Pages||236|
(1) Help Little Readers to be confident when they are reading and writing. (2) Be a friend and give support when Little Readers are trying new things. (3) Help Little Readers to tell their own stories. (4) Help Little Readers make guesses about how to write words. "Expectations for Rapid Readers" (Barbara Cook): (1) Gain confidence in yourself. This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our.
Study 1 Attitudes toward School, Future, and Elders LoSciuto and colleagues () found a small, statistically significant positive effect of the Across Ages program for the experimental group that participated in the classroom-based life skills curriculum, performed community service, had parent workshops, and received mentoring from older adults (Group MPS) compared to the control . Research suggests that cross-age peer mentoring has the most beneficial effects for mentees and mentors when the programs are highly structured (Karcher, , a). One cross-age mentoring program (CAMP; Karcher, in press) provides school counselors with a unique strengths-based intervention for promoting developmental Size: 98KB.
Bark about Books! Combine the campaign with the MARTHA SPEAKS Reading Buddies or Read-Aloud Book Club program at your school or library. The MARTHA SPEAKS Reading Buddies Program is a cross-age reading program that pairs kindergarten students with 4th or 5th graders to improve vocabulary and foster a love of books and Size: 1MB. Cross-age projects tend to focus on tutoring, particularly in reading skills with more advanced students helping younger students (e.g., Labbo and Teale; O’Bryne; Pavona). In contrast, this project enriched arts and literacy practices for students of both groups while also introducing themes of sustainability.
The Cross-Age Readers visited the kin dergarten classroom in order to share story books. The cross-age reading program consisted of four phases: preparation, pre reading collaboration, reading to the kinder gartners, and postreading collaboration.
Preparation. The program was designed so that the teacher could help individual stu. Tutoring, Learning by Helping: Student Handbook for Training Peer and Cross-Age Tutors Revised Edition by Ed. Elizabeth S. Foster (Author). Teens as Teachers (TATs) is a cross-age program designed to build teens' reading skills and improve their academic literacy through teaching younger students.
In TATs, students become actual : Deidra Gammill. Cross-Age Teaching: Helping Struggling Readers Become Reflective Learners. Education Week. My new colleague introduced me to a cross-age teaching program called Teens as Teachers — and it has completely transformed my students.
Create your own booklists from our library of 5, books. Themed Booklists Dozens of carefully selected. Have you seen these cross-age tutoring resources from the Education World archive. Shaking Willy's Hand: A Collaborative Project Teaming Teens and 'Tweens Students in grades 4 and 10 worked together to perform Shakespeare's A Midsummer Night's Dream.
This article presents three related evaluation studies looking at the effectiveness on achievement and motivation of Reading Together, a cross-age peer-tutoring reading program. The effects on tutees, tutors, teachers, and parents were monitored.
The advantages of Reading Together began to accrue during the second and third phases of the by: of guidance and advice. Cross-age teaching programs for senior citizens may help to elimi-nate or reduce misconceptions—or even fears— that seniors may have about young people in the community.2 Many youth across the country have already initiated successful cross-age teaching pro-grams.
In Barnwell, SC, for example, a group. Home Resources Cross-Age Buddies Social Focuses of the Activities This table shows the key social skills of each activity in the Cross-Age Buddies Activity Book (1st edition). Caring School Community. Reading buddies programs are an excellent way to address the learning needs of both younger and older children.
Through cross-age tutoring and partnerships, students improve their reading and ﬂ File Size: KB. Study 1 Attitudes toward School, Future, and Elders LoSciuto and colleagues () found a small, statistically significant positive effect of the Across Ages program for the experimental group that participated in the classroom-based life skills curriculum, performed community service, had parent workshops, and received mentoring from older adults (Group MPS) compared to the control group (d.
Cross-age helping program. Ann Arbor, Mich., Center for Research on Utilization of Scientific Knowledge, Institute for Social Research, The University of Michigan [©] (OCoLC) Document Type: Book: All Authors / Contributors: Peggy Lippitt; Ronald Lippitt; Jeffrey Eiseman.
by the Lippitts3 for a cross-age helping program includes discussions, role playing, brain storming and reactions to familiar classroom incidents. Students are en-couraged to relate positively and construc-tively to their pupils.
The aim of the program is to create a positive student at-titude. A more structured training program. About the book. Description. Children as Teachers: Theory and Research on Tutoring covers topics on the use of children to tutor other children in school; helping relationships in general; and cross-age interaction by children.
In this book, Samway, Whang, and Pippitt describe their experiences in establishing and maintaining a cross-age reading program in a mult 3/5. Cross-age tutoring or peer tutoring can be an effective instructionl strategy for remedial reading teachers who are overloaded with students.
While the concept is not new, the purpose of this paper is to describe an organizational change in remedial reading classes using a cross-age or peer tutoring paradigm developed by the : Lawrence L. Smith. Children as Teachers: Theory and Research on Tutoring covers topics on the use of children to tutor other children in school; helping relationships in general; and cross-age interaction by children.
The book discusses the basic theoretical and empirical foundations for practical programs; original empirical research relevant to cross-age Book Edition: 1. Cross-Age Peer Mentoring In a cross-age peer mentoring program, older youth mentor younger students.
It is recommended that the mentor be at least two years older than the mentee. Mentors and mentees are peers within the same school community or are in schools that have a cross-age connection (ie.
feeder school). An action research project describes a cross-age tutoring program to help increase the reading achievement of targeted second graders. The targeted population consisted of second and fifth graders in a middle class suburban community west of a large midwestern city.
Cross-Age Peer Tutoring as Intervention to Cultural Minority Students Met odolo!y"" Two groups of first year cultural minority students of MSU were used in the study.
The first group, consisting of 2. cultural minority students attended peer tutoring sessions in Mathematics for one hour, three times a week in MSU-GenSan Size: KB.
impact of a cross-age tutoring program designed to address the literacy needs of fifth grade students diagnosed with learning disabilities as well as provide an enriching literacy program for kindergartners. It was also intended to measure the effects of the program on the reading skills of the special education students.
The study used theFile Size: KB. A recent experimental cross-age tutoring program in one school district focused on language work, including reading, oral comprehension, and language-based games and activities (Gautrey, ). For these projects, children chose books to read which were of interest to them and which they considered were on an appropriate reading level.In this book, Samway, Whang, and Pippitt describe their experiences in establishing and maintaining a cross-age reading program in a multiethnic, multilingual inner-city school in Oakland, California.
What began as an effort to engage one underachieving fifth-grade boy evolved into an Price: $As part of a cross-age tutoring project, Lorein meets with a younger student once a week to provide support in reading and writing. Lorein's comments show how she enjoys tutoring and how she has learned to pay close attention to cues from her student so .