Volume 21, Issue 2 (1992)
Self-Managed Groups: Fitting Self-Management Approaches Into Classroom Systems
John W. Fantuzzo, Cynthia A. Rohrbeck
Factors limiting the use of traditional, classroom self-management interventions are considered. These factors include aspects of self-management approaches contributing to the inappropriateness and impracticality of these interventions for classroom-wide use. Reciprocal Peer Tutoring (RPT) is presented as a strategy with self-management features that holds promise for classroom use. RPC combines student choice and student managements with interdependent group reward contingencies and reciprocal peer teaching. An example of the design, implementation, and evaluation of a school-based RPI’ intervention for an urban public elementary school is presented. The illustration is followed by a discussion identifying RPT features which may have enhanced utilization.
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