The Utilization Of Peer Tutoring, Cooperative Learning, And Collaborative Learning Possesses Significant Implications For Mitigating The Anti-Social Conduct Of Adolescents Engaged In Schooling
DOI:
https://doi.org/10.32043/jimtlt.v4i2.176Abstract
The investigation examined the utilization of peer tutoring, cooperative learning, and collaborative learning as approaches to mitigate anti-social conduct among students in school. The research is a descriptive survey study. The research was conducted in the educational zone of Naples and Milan, located in Italy. The research sample comprised 200 teachers who were randomly chosen from four schools within the area. The data collection instrument used was a questionnaire. The data were analyzed using the mean and standard deviation. The primary findings of the research indicate that educators possess knowledge about peer tutoring, cooperative learning, and collaborative teaching as strategies to reduce anti-social behavior among students in school, and to a significant degree, they are implementing these strategies in their classrooms. In light of these findings, recommendations were put forth.
Riferimenti bibliografici
Bächtold, M., Roca, P., & De Checchi, K. (2023). Students’ beliefs and attitudes towards cooperative learning, and their relationship to motivation and approach to learning. Studies in Higher Educa-tion, 48(1), 100-112.
Bastik, B. (2000). Mediation of anti social adolescent behavior by single sex and co-educational schooling. Paper presented at the 80th Western Psychological Association (WPA) Convention, Portland Oregon.
Beckman, M. (1990). Collaborative learning: Preparation for workplace and democracy. College Teaching, 38(4), 128-133.
Brier, N. (1994). Targeted treatment for adjudicated youth with learning disabilities: Effects on recidivism. Journal of Learning Disabilities, 27(4), 215-222.
Bruce, G., Morton, S., Crump, A. D., Haynie, D. L., & Saylor, K. E. (2011). Student-school bonding and adolescent problem behavior. Retrieved from http://her.oxforjournals.org/content/14/1/99.full
Burnish, T., Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research and Practice, 15(2), 85-91.
Cardenas, J. A., Harris, R., del Refugio Robledo, M., & Supik, J. D. (2003). Valued youth program dropout prevention strategies for at risk students. Paper presented at the Annual Meeting of the American Education Research Association, Chicago. Ill.
Chickering, A. W., & Gamson, Z. F. (Eds.). (1991). Applying the seven principles for good practice in un-dergraduate education: New directions for teaching and learning. San Francisco: Jossey Bass.
Classwide Peer Tutoring. (2011). Information for families.
Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass.
Diaz, V., Brown, M., & Salmons, J. (2010). Educause learning initiative.
Encyclopedia of Children’s Health. (2011). Anti-social personality disorder.
Franca, V. M., Kerr, M. M., Reitz, A. L., & Lambert, D. (1990). Peer tutoring among behaviorally disor-dered students: Academic and social benefits to tutor and tutee. Education and Treatment of Chil-dren, 13, 109-128.
Goodsell, A., Maher, M., & Tinto, V. (Eds.). (1992). Collaborative learning: A source book for higher ed-ucation University Park: National Center on Post Secondary Teaching, Learning and Assessment. Pennsylvania State University.
Greenwood, C. R., Carta, J. J., & Maheady, L. (1991). Peer tutoring programs in the regular education classroom. In G. Sloner, M.R. Shinn, & H. M. Walker (Eds.). Intervention for achievement and be-havior problems. Silver Spring, M. D.: National Association of School Psychologists.
Harris, C. (2002). Cross-age and peer tutoring.
Hawkins, J. (1995). Controlling crime before it happens: Risk focused prevention. National Institute of Jus-tice Journal, 22(9),10-18.
Igbo, J. N. (2005). Types, causes and remedies of deviant behavior among secondary students in Imo State. The Journal of Advocacy and Rehabilitation in Special Education, 3(3), 83-88.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. M. N.: In-teraction Book Company Edna.
Kunsch, C., Jitendra, A., & Sood, S. (2007). The effects of peer mediated instruction in mathematics for students with learning problems: A research synthesis. Learning Disabilities Research and Practice, 22(1) 1-12.
Lord, T. R. (2001). Reasons for using cooperative learning in biology teaching. The American Biology Teacher, 63(1), 30-38.
Musello, M., & Manno, D. (2024). Scuola, comportamenti antisociali e nuove alleanze educati-ve. CANTIERE SCUOLA 4.0, 111-126.
O. Donnell, A. M. (1999). Cognitive perspective on peer tutoring. Mahwah, New Jersey: Lawrence Eilbaun Associates.
Perillo, P., Romano, M., & Ercolano, M. (2023). La parola dei professionisti dell’educazione: un’esperienza di Ricerca Azione Partecipativa sul fenomeno dei comportamenti antisociali degli adolescenti. Civitas Educationis. Education, Politics, and Culture, 11(2).
Quinn, M. M. (2002). Changing anti social behavior patterns in young boys: A structured cooperative learning approach. Education and Treatment of Children, 25, 188-192.
Sainz, V., Maldonado, A., & Calmaestra, J. (2024). The TEI Program for Peer Tutoring and the Prevention of Bullying: Its Influence on Social Skills and Empathy among Secondary School Students. Social Sciences, 13(1), NA-NA.
Slavin, R. E. (1980). Effects of student teams and peer tutoring on academic achievement and time on task. Journal of Experimental Education, 48, 12-18.
Slavin, R. E. (1991). Student team learning: A practical guide to cooperative learning (3rd ed.). Washington D. C.: National Education Association.
Spencer, V. G., Scruggs, T. E., & Mastroprieri, M. A. (2003). Content area learning in middle school social studies classrooms and students with emotional behavioral disorders a comparism of strategies. Be-havioral Disorder, 28, 77-93.
Srinivas, H. (2011). Collaborative learning structures and techniques.
Thomas, R. L. (2000). Cross-age and peer tutoring. Retrieved from http://www.edgovdatabases/ERICDigests/ed350598html
Topping, K. (2008). Peer assisted learning: A practical guide for teachers. Newton, Mass: Brookline Books.
Wehby, J. H., Falk, K. B., Bartn-Atwood, S., Lone, K. L., & Cooley, C. (2003). The impact of comprehen-sive reading instruction on the academic and social behavior of students with emotional behavioral disorder. Journal of Emotional and Behavioral Disorders, 11, 225-238.
Wenzel, T. (2000). Cooperative student activities as learning devices.
White, R. M. (2012). Building schools of character: The development, implementation and evaluation of a school-based character education program designed to promote cooperative learning and reduce anti social behavior. Durham University.
Williamson, V. M., & Rowe, M. W. (2002). Group problem-solving versus lecture in college-level quanti-tative analysis: The good, the bad and the ugly. Journal of Chemical Education, 79(9), 1131-1134.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2024 Davide Di Palma, Giovanni Tafuri
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
