000			01854nam a22002657a 4500
008			121218t2007 wau||||| |||| 00| 0 eng d
022			_a0022-0671
082			_221 _a050/M26
085			_aAI 050/M26
089			_221 _aAI 050/M26
100			_aMadrid, Leasher Dennis.
245			_aEffects of team competition versus team cooperation in classwide peer tutoring/
246			_aThe Journal of Educational Research
300			_a2 figs.
362			_avol. 100, no. 3 (January/February 2007): 155-161.
520			_aSixteen Hispanic Spanish/English bilingual children (6 boys and 10 girls) participated in a single-subject design study. Their chronological ages ranged from 8 to 9.5 years. The classroom teacher identified all the children as academic at risk on the basis of a history of poor academic performance in spelling and low scores on the Metropolitan Achievement Tests (G. Prescott, I. Balow, T. Hogan, and R. Farr, 1978). The teachers assigned the students to each instructional condition according to a randomly selected sequence of instructional order. The 3 instructional interventions were (a) competitive team peer tutoring, (b) cooperative team peer tutoring, and (c) standard teacher-led instruction. The results of the study showed that although team competition and team cooperation resulted in higher levels of correct responding relative to the standard teacher-led condition, cooperative team peer tutoring resulted in the highest rate of correct responding. Practical implications of the findings are discussed.
650			_aCLASSWIDE PEER TUTORING.
650			_aHISPANIC BILINGUAL CHILDREN.
650			_aTEAM COMPETITION VERSUS TEAM COOPERATION.
700			_aCanas, Madeline.
700			_aMedina, Mona Ortega.
942			_2ddc _cPER
999			_c2530 _d2530
040			_cLearning Resource Center