The Utilization of Classroom Peers as Behavior Change Agents Applied Clinical Psychology

Strain, Phillip S.:

ISBN 10: 0306406187 / ISBN 13: 9780306406188

Published by Springer, 1981

About this Item

366 Seiten Das hier angebotene Buch stammt aus einer teilaufgelösten Bibliothek und kann die entsprechenden Kennzeichnungen aufweisen (Rückenschild, Instituts-Stempel.); der Buchzustand ist ansonsten ordentlich und dem Alter entsprechend gut. In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 710.

Seller Inventory # 2223664

Bibliographic Details

• Title: The Utilization of Classroom Peers as Behavior Change Agents Applied Clinical Psychology
• Publisher: Springer
• Publication Date: 1981
• Language: English
• ISBN 10: 0306406187
• ISBN 13: 9780306406188
• Binding: gebundene Ausgabe
• Condition: Gut
• Weight: 710 grams
• Seller catalogs:
  • 503 Psychologie

About this title

Synopsis

Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi­ vidualized instruction, peer-mediated interventions seem likely to prolif­ erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea­ sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.