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ABSTRACT
The purpose of this paper is to describe the role of computer and information technology in scaling up research-validated instructional strategies like ClassWide Peer Tutoring (CWPT). Recently, implementation software, the CWPT Learning Management System, web and e-mail communications, and interactive multimedia resources have been developed to support teachers' and schools' use of CWPT. Preliminary findings suggest that this technology improves access and use of CWPT, and that when local school factors of implemenatation are in place, improvement in student academic scores replicate past CWPT results. Results suggest that the initial and ongoing professional development, the strength of local school leadership, and a building faculty's ability to work with information technology are key elements to widespread implementation and accelerated student learning. The implications of such are discussed.
This work is supported by a Steppingstones of Technology Innovation—Phase 3 (H327A000038) grant from the Office of Special Education Programs (OSEP), US. Department of Education. Opinions expressed herein are those of the authors and do not represent the position of the U.S. Department of Education. Additional support was provided by the Kansas Mental Retardation and Developmental Disabilities Research Center (HD 02538).
Notes
Note. Effects sizes are Cohen's d;
*= effect size calculated from chi-square as w.
†These peer-reviewed publications report the longitudinal achievement, behavior and life event effects of a single CWPT trial.
Implementation criterion.
1. Teachers registered at the web site and transmitted a confirmation report via the web.
2. Target student CBM data was administered and sent to JGCP.
3. Teachers implemented the CWPT strategy.
4. Teachers used the CWPT-LMS (setup classroom program, entered data, and sent data to JGCP).
5. Site coordinators completed and returned fidelity implemenation checklists via the web.