This project will engage UWF undergraduate, pre-service teachers in classroom research. The pre-service teachers will conduct a quasi-experimental study using two third grade classrooms (control and experimental) to investigate the effectiveness of Class-wide Peer Tutoring (CWPT) to increase reading fluency. The UWF pre-service teachers will collect pretest data, train students in the randomly selected experimental classroom in CWPT, and implement CWPT sessions three times per week. The UWF students will conduct and monitor the sessions in collaboration with the classroom teacher. Upon completion, post test data will be collected.
The pre-service teacher will analyze the data and present their study on campus, and will be encouraged to present at professional conferences. They will also, in collaboration with a faculty mentor, write a manuscript and submit it for publication.
These pre-service teachers are very likely to be hired in the local schools. I see them as leaders in their schools, and they have the ability and confidence to train other teachers to use this technique. I believe the publication of a manuscript will also encourage these teachers to consider furthering their education in graduate school.
This type of project could be used in many different schools with future UWF students.