The Power of Peers in the Classroom

Enhancing Learning and Social Skills

Edited by Karen R. Harris and Lynn Meltzer

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Hardcover
July 6, 2015
ISBN 9781462521074
Price: $81.00 $68.85
322 Pages
Size: 8" x 10½"
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July 7, 2015
ISBN 9781462521067
Price: $36.00 $30.60
322 Pages
Size: 8" x 10½"
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July 1, 2015
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322 Pages
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322 Pages
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Peer support and social relationships have a tremendous influence on development, motivation, and achievement for all students, including struggling learners and those with disabilities. This highly practical book is one of the few resources available to guide classroom teachers and special educators in the application of peer-assisted instructional strategies in grades K-12. Expert contributors describe evidence-based approaches for building students' skills in reading, writing, math, and other content areas, as well as social competence and executive functioning. Sample lessons and more than a dozen reproducible tools are provided. Purchasers get access to a Web page where they can download and print the reproducible materials.

“Edited and written by leading scholars, this book not only makes a compelling case for why peers should be a central element in any teaching strategy, but also shows how to make it happen. This is an extraordinary resource for practitioners, policymakers, and researchers. In a word, it’s a masterpiece!”

—Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education, University of Kansas


The Power of Peers in the Classroom pulls together the very best of what works for engaging peers in the social lives and learning of students with disabilities. This compelling book outlines practical pathways educators can use to draw upon the most widely available—and often most effective—source of natural support in schools. These approaches are also promising in their impact on the peers who get involved—the opportunities they receive to get to know and learn alongside their classmates with disabilities can have a lasting influence on their attitudes, expectations, and future pathways.”

—Erik Carter, PhD, Department of Special Education, Vanderbilt University


“An invaluable resource for classroom teachers in K-12 who are preparing their students to be college and career ready. The in-depth, research-based instructional strategies relate directly to teaching students to collaboratively problem-solve, support each other in the learning process, and accomplish goals together. Teachers will take away an understanding of why each strategy works and how to put it to use in their classrooms and daily lesson planning. Harnessing the power of peers will increase students' achievement in the classroom and in life—just what every teacher hopes for.”

—Barbara Friedlander, teacher and professional development leader, Montgomery County, Maryland

Table of Contents

1. Executive Function and Peer Mentoring: Fostering Metacognitive Awareness, Effort, and Academic Success, Lynn Meltzer, Michael Greschler, Katelyn Kurkul, & Wendy Stacey

2. Peer Interactions in the Content Areas: Using Differentiated Instruction Strategies, Kelley S. Regan, Anya S. Evmenova, Margo A. Mastropieri, & Thomas E. Scruggs

3. “Thank You for Helping Me Write a Better Paper”: Peer Support in Learning to Write, Anne Mong Cramer & Linda H. Mason

4. Using Collaborative Strategic Reading to Promote Student Discourse, Karla Scornavacco, Brooke Moore, Alison Boardman, Cristin Jensen Lasser, Pamela Buckley, & Janette K. Klingner

5. Peer-Assisted Learning Strategies to Improve Students' Word Recognition and Reading Comprehension, Devin M. Kearns, Douglas Fuchs, Lynn S. Fuchs, Kristen L. McMaster, & Laura Saenz

6. Peer-Assisted Learning Strategies in Mathematics, Sarah R. Powell & Lynn S. Fuchs

7. Maximizing the Benefits of Working Cooperativelywith Peers, Kimber L. Wilkerson & Jenna L. Lequia

8. Peer-Supported Instruction for English Learners, Cara Richards-Tutor, Terese Aceves, & Colleen Reutebuch

9. The Power of Preschool Peers to Influence Social Outcomes for Children with Special Needs, Phillip S.Strain & Edward H. Bovey II


About the Editors

Karen R. Harris, EdD, is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University, and a former general and special education teacher. Her research focuses on theoretically based interventions for the development of academic and self-regulation abilities among at-risk students and those with disabilities, as well as effective models of inservice teacher preparation for writing instruction for all students. She developed the Self-Regulated Strategy Development model of strategies instruction. The former editor of the Journal of Educational Psychology, Dr. Harris is coauthor or coeditor of several books and over 200 peer-reviewed publications. She is a recipient of the Distinguished Researcher Award for special education research from the American Educational Research Association and the Career Research Award from the International Council for Exceptional Children. She is President of Division 15 (Educational Psychology) of the American Psychological Association and has served as President of the Division for Research of the Council for Exceptional Children.

Lynn Meltzer, PhD, is President and Director of the Institutes for Learning and Development (ResearchILD and ILD) in Lexington, Massachusetts. She is also an Associate in Education at the Harvard Graduate School of Education and a Fellow and past president of the International Academy for Research in Learning Disabilities. For 29 years, she was Adjunct Associate Professor in the Department of Child Development at Tufts University. Dr. Meltzer is founder and chair of the International Learning Differences Conference, which was established in 1984 and is held at the Harvard Graduate School of Education. Her 40 years of neuropsychological evaluations and clinical consultations with children, adolescents, and adults have emphasized the theory-to-practice cycle of knowledge. She has been an invited speaker at numerous national and international conferences, including that of the International Association for Cognitive Education in Southern Africa. She is also the recipient of numerous awards, including the Outstanding Researcher Award from the Council for Learning Disabilities. Among Dr. Meltzer's extensive publications and presentations are the books Promoting Executive Function in the Classroom, The Power of Peers in the Classroom (coedited with Karen R. Harris), and Executive Function in Education, Second Edition. Together with her ResearchILD colleagues, she developed SMARTS Online, an evidence-based executive function and peer mentoring/coaching curriculum for middle and high school students (www.smarts-ef.org).

Contributors

Terese Aceves, PhD, School of Education, Loyola Marymount University,Los Angeles, California

Alison Boardman, PhD, School of Education, University of Colorado Boulder,Boulder, Colorado

Edward H. Bovey II, MA, School of Education and Human Development,University of Colorado Denver, Denver, Colorado

Pamela Buckley, PhD, School of Education, University of Colorado Boulder,Boulder, Colorado

Anne Mong Cramer, PhD, Division of Education, Human Development, and Social Sciences,Penn State Altoona, Altoona, Pennsylvania

Anya S. Evmenova, PhD, Department of Special Education and disAbility Research,College of Education and Human Development, George Mason University, Fairfax, Virginia

Douglas Fuchs, PhD, Department of Special Education, Peabody College,Vanderbilt University, Nashville, Tennessee

Lynn S. Fuchs, PhD, Department of Special Education, Peabody College,Vanderbilt University, Nashville, Tennessee

Michael Greschler, MEd, Research Institute for Learning and Development, Lexington,Massachusetts

Devin M. Kearns, PhD, Department of Educational Psychology, University of Connecticut,Storrs, Connecticut

Janette K. Klingner, PhD (deceased), School of Education, University of Colorado Boulder,Boulder, Colorado

Katelyn Kurkul, MA, Research Institute for Learning and Development, Lexington,Massachusetts; Department of Education, Boston University, Boston, Massachusetts

Cristin Jensen Lasser, PhD, School of Education, University of Colorado Boulder,Boulder, Colorado

Jenna L. Lequia, MS, Department of Rehabilitation Psychology and Special Education,University of Wisconsin–Madison, Madison, Wisconsin

Linda H. Mason, PhD, School of Education, University of North Carolina at Chapel Hill,Chapel Hill, North Carolina

Margo A. Mastropieri, PhD, Department of Special Education and disAbility Research,College of Education and Human Development, George Mason University, Fairfax, Virginia

Kristen L. McMaster, PhD, Department of Educational Psychology, University of Minnesota–Twin Cities, Minneapolis, Minnesota

Lynn Meltzer, PhD, Research Institute for Learning and Development, Lexington,Massachusetts; Harvard Graduate School of Education, Cambridge, Massachusetts

Brooke Moore, PhD, School of Education, University of Colorado Boulder,Boulder, Colorado

Sarah R. Powell, PhD, Department of Special Education, University of Texas at Austin,Austin, Texas

Kelley S. Regan, PhD, Department of Special Education and disAbility Research,College of Education and Human Development, George Mason University, Fairfax, Virginia

Colleen Reutebuch, PhD, The Meadows Center for Preventing Educational Risk,University of Texas at Austin, Austin, Texas

Catherine Richards-Tutor, PhD, College of Education, California State UniversityLong Beach, Long Beach, California

Laura Sáenz, PhD, Department of Special Education, University of Texas–Pan American,Edinburg, Texas

Karla Scornavacco, PhD, School of Education, University of Colorado Boulder,Boulder, Colorado

Thomas E. Scruggs, PhD, Department of Special Education and disAbility Research,College of Education and Human Development, George Mason University, Fairfax, Virginia

Wendy Stacey, MS, Research Institute for Learning and Development,Lexington, Massachusetts

Phillip S. Strain, PhD, School of Education and Human Development,University of Colorado Denver, Denver, Colorado

Kimber L. Wilkerson, PhD, Department of Rehabilitation Psychology and Special Education, University of Wisconsin–Madison, Madison, Wisconsin

Audience

Classroom teachers and special educators in grades K–12, school psychologists, reading specialists, school administrators, and clinical psychologists working with children with disabilities.

Course Use

May serve as a supplemental text in graduate-level courses.