Abstract
The long-standing practice of age-grade segregation militates against providing for many of the basic psychological needs and recognizing individual differences of public elementary school children. It is believed that psychological needs of self-worth status, security, acceptance, and accomplishments, along with individual, learning styles, could be met through a program that is structured around, and has emphasis on, interrelationships and socialization. This article focuses on a demonstration project that was developed to investigate the effects on reading achievement, self-concept, attitudes toward school, and behavior of the participant-low-achieving third- and fourth-grade tutors and first- and second-grade tutees.
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References
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Additional information
William E. Gardner, Currently Title I Administrator, Region Seven, Detroit Public Schools, was principal of the Damon J. Keith Elementary School when this research was completed.
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Gardner, W.E. Compeer assistance through tutoring and group guidance activities. Urban Rev 10, 45–54 (1978). https://doi.org/10.1007/BF02173437
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DOI: https://doi.org/10.1007/BF02173437