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THE EFFECTS OF A PEER TUTORING INSERVICE PROGRAM ON NEBRASKA HOME ECONOMICS TEACHERS' KNOWLEDGE AND UTILIZATION OF PEER TUTORS AND THEIR ATTITUDES TOWARD INTEGRATING THE HANDICAPPED STUDENT IN THE REGULAR CLASSROOM
Abstract
This study investigated the effects of a peer tutoring inservice program on home economics teachers' (1) knowledge of procedures for using peer tutors, (2) attitudes toward integrating the handicapped student into the regular classroom, and (3) management and concerns relating to the use of peer tutors. Forty-two Nebraska home economics teachers selected one of the two inservice sessions scheduled during the National Vocational Association Conference. The initial session was randomly assigned as the control group while the second session served as the experimental group. Using a separate sample, pretest-posttest design, the 28-teacher control group was tested prior to the inservice session and the 14-teacher experimental group was tested subsequent to the session. Control and experimental groups were administered a knowledge test and attitude survey and group means were compared using an analysis of variance. Information relating to the variables: (1) utilization of tutors, (2) experience teaching handicapped students, (3) college credit in special education, and (4) inservice in special education was used in the analysis of variance to determine interactions with knowledge test and attitude survey means. Interviews, conducted three months after the inservice program, examined subsequent use and concerns relating to the utilization of peer tutors. The analysis of variance revealed home economics teachers' knowledge of procedures for using peer tutors increased significantly. The variables of education and experience had no effect on the knowledge test means. Teachers' attitudes toward integrating the handicapped student remained unchanged; however, the college credit variable interacted with attitude survey means. This interaction suggested that college credit had a positive impact on teachers' attitudes; however, the small, unequal sample sizes in the analysis limited the generalizability of the interaction. The peer tutoring inservice program was effective in providing teachers with expertise in the utilization of students as tutors; however, the inservice program had no effect on teachers' attitudes. The peer tutoring inservice program resulted in an increased frequency and number of students who were engaged in tutoring and the acquisition of techniques to manage tutors more efficiently. Teachers who used peer tutors were concerned with the effective use of tutors and the implementation of a tutoring program.
Subject Area
Home economics|Curricula|Teaching
Recommended Citation
ASSELIN, SUSAN BASTIAN, "THE EFFECTS OF A PEER TUTORING INSERVICE PROGRAM ON NEBRASKA HOME ECONOMICS TEACHERS' KNOWLEDGE AND UTILIZATION OF PEER TUTORS AND THEIR ATTITUDES TOWARD INTEGRATING THE HANDICAPPED STUDENT IN THE REGULAR CLASSROOM" (1982). ETD collection for University of Nebraska-Lincoln. AAI8217511.
https://digitalcommons.unl.edu/dissertations/AAI8217511