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The Role Change Intervention: Experimental Data and a Design for Compensatory Education.

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Title: The Role Change Intervention: Experimental Data and a Design for Compensatory Education.
Authors: Fitz-Gibbon, Carol Taylor
Peer Reviewed: N
Page Count: 14
Publication Date: 1976
Document Type: Speeches/Meeting Papers
Descriptors: Black Students, Compensatory Education, Cross Age Teaching, Elementary Secondary Education, Fractions, Grade 4, Grade 9, Grouping (Instructional Purposes), Individual Instruction, Individualized Programs, Learning Processes, Mathematical Concepts, Mathematics Instruction, Minority Groups, Role Models, Student Role, Teaching Methods, Teaching Programs, Tutorial Programs, Tutoring, Tutors
Abstract: Forty randomly selected, nonvolunteer, low achieving ninth graders selected from four classes in an inner city junior high school, were assigned the role of tutor to elementary school children in order to determine if this practice was promising as a method of compensatory education. In three of the four classrooms, the tutors and nontutors received the initial instruction together for three days. The instruction covered eleven objectives in fractions and the addition of fractions. For the next three weeks, tutors spent their math period tutoring fourth graders at a nearby elementary school, while nontutors worked in class practicing the same work that the tutors were teaching. These students formed a competing-treatment control group. Tutors from the remaining classroom were pulled out of class for the initial instruction, and students left in this fourth class continued to receive their regular math curriculum. They did not study the eleven objectives, and these students formed the no-treatment control group. Among the conclusions of the study drawn from results observed are the following: (1) this role change intervention was qualitatively different from other approaches that had been tried; (2) having to teach did produce learning in the teacher; (3) this intervention faced up to the responsibility of the schools to teach basic skills; and (4) this intervention affected secondary school children and elementary school children simultaneously. The study suggests that, initially at least, tutoring should be an assigned rather than a voluntary activity. (Author/AM)
Notes: For the doctoral dissertation on which this paper is based, see UD 016 487; Paper presented at the Annual Meeting of the Central States Psychological Association (San Diego, California, March 7, 1976)
Journal Code: RIEFEB1977
Entry Date: 1977
Accession Number: ED129950
Database: ERIC
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  Data: The Role Change Intervention: Experimental Data and a Design for Compensatory Education.
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  Data: <searchLink fieldCode="AR" term="%22Fitz-Gibbon%2C+Carol+Taylor%22">Fitz-Gibbon, Carol Taylor</searchLink>
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  Data: N
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  Data: 14
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  Data: 1976
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  Data: Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Black+Students%22">Black Students</searchLink><br /><searchLink fieldCode="DE" term="%22Compensatory+Education%22">Compensatory Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Age+Teaching%22">Cross Age Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Grouping+%28Instructional+Purposes%29%22">Grouping (Instructional Purposes)</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Instruction%22">Individual Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Programs%22">Individualized Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Models%22">Role Models</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Programs%22">Teaching Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Tutorial+Programs%22">Tutorial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Forty randomly selected, nonvolunteer, low achieving ninth graders selected from four classes in an inner city junior high school, were assigned the role of tutor to elementary school children in order to determine if this practice was promising as a method of compensatory education. In three of the four classrooms, the tutors and nontutors received the initial instruction together for three days. The instruction covered eleven objectives in fractions and the addition of fractions. For the next three weeks, tutors spent their math period tutoring fourth graders at a nearby elementary school, while nontutors worked in class practicing the same work that the tutors were teaching. These students formed a competing-treatment control group. Tutors from the remaining classroom were pulled out of class for the initial instruction, and students left in this fourth class continued to receive their regular math curriculum. They did not study the eleven objectives, and these students formed the no-treatment control group. Among the conclusions of the study drawn from results observed are the following: (1) this role change intervention was qualitatively different from other approaches that had been tried; (2) having to teach did produce learning in the teacher; (3) this intervention faced up to the responsibility of the schools to teach basic skills; and (4) this intervention affected secondary school children and elementary school children simultaneously. The study suggests that, initially at least, tutoring should be an assigned rather than a voluntary activity. (Author/AM)
– Name: Note
  Label: Notes
  Group: Note
  Data: For the doctoral dissertation on which this paper is based, see UD 016 487; Paper presented at the Annual Meeting of the Central States Psychological Association (San Diego, California, March 7, 1976)
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  Data: 1977
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Black Students
        Type: general
      – SubjectFull: Compensatory Education
        Type: general
      – SubjectFull: Cross Age Teaching
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Grouping (Instructional Purposes)
        Type: general
      – SubjectFull: Individual Instruction
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      – SubjectFull: Individualized Programs
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Minority Groups
        Type: general
      – SubjectFull: Role Models
        Type: general
      – SubjectFull: Student Role
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teaching Programs
        Type: general
      – SubjectFull: Tutorial Programs
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Tutors
        Type: general
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      – TitleFull: The Role Change Intervention: Experimental Data and a Design for Compensatory Education.
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            NameFull: Fitz-Gibbon, Carol Taylor
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              M: 03
              Type: published
              Y: 1976
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