Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 117-122). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2003. / Also available in print.

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 151-159). Print copy also available.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 328 p.; also includes graphics (some col.). Includes bibliographical references (p. 238-249). Available online via OhioLINK's ETD Center

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Abstract and vita. Includes bibliographical references (leaves 108-111).

Universiẗat, Diss., 2005--Bielefeld.

Supervision of practice makes an important contribution to the development of psychotherapeutic skills in the training of psychologists (Bernard and Goodyear, 1998). Much research has, until recently, focussed on dyadic, hierarchical models of supervision, even though other forms of supervision have been developed. Peer group supervision has had little attention in the literature, although it is a common form of supervision utilised by psychologists in practice (Lewis, Greenburg and Hatch, 1988). A review of the literature considers the purposes of supervision; elements of dyadic supervision; various forms of group, peer and peer group supervision; and the leaming process in supervision. The development and implementation of a peer supervision group (pSG) of intern psychologists within the training setting of a University is described in this study. The PSG model was developed from the model proposed by Wilbur, Roberts-Wilbur, Morris, Betz and Hart (1991). Transcripts from nine audio-taped PSG sessions were analysed, and a comparison with four audio-taped dyadic supervision sessions was then undertaken. Grounded Theory methodology was employed in the design of the study and analysis of the data. The form and content of the two models of supervision were examined, with particular attention to the perspective of the trainees' learning experiences. The relative merits of both forms of supervision were assessed, and this analysis clearly demonstrates that peer group supervision has the potential to complement dyadic supervision by contributing differing learning experiences. A model of key influences upon, and effects of, participation in the two forms of supervision has been developed. Suggestions are made of ways in which dyadic supervision may be optimised, and recommendations for further development of the PSG emerge. The results were then considered from a neo-Vygotskian perspective. This enabled the findings to be linked to a comprehensive theory of learning, pointing to the key role of speech in thinking, and the contributions of the various forms of dialogue to deepened understandings. The discussion includes: consideration of techniques which enable trainees to obtain assistance from both more experienced practitioners as well as from their peers; an exploration of aspects of subjectivity and intersubjectivity; and contextual influences which have bearing on the study. This study identifies the need for further consideration of the supervision process in South Africa, and makes recommendations for the training of supervisors. The neo-Vygotskian model offers great promise both as a framework for understanding the leaming process in. supervision, and for developing guidelines for enhancing supervisory practice.

This study explored the usefulness of peer tutoring among elementary school-aged nonnative speakers of English (NNS). In this study, the more proficient NNS of English tutored their less proficient NNS peers. I explored the usefulness of peer tutoring in the natural classroom environment of the English as a second language (ESL) students in Grades 4 to 7. The study focuses on how and to what extent the ESL students can assist each other in the academic and language learning of a science study on the human body during peer tutoring sessions. Taking an ethnographic research approach, the study employed a variety of data collection methods such as classroom observations, formal and informal interviews with the participants, tape recording peer tutoring sessions and collecting writing samples of the students' work. Eighteen ESL students, the classroom teacher and the researcher as participant observer were the participants in this study. Seven themes emerged from the data for discussion of the findings of the study. The results of this study demonstrate that with teacher scaffolding, such as modelling strategies, explicit instruction, and contextual hands-on group tasks for experiential learning and sharing, that NNS of English can and do assist their NNS peers during peer tutoring. Further to this, results indicated that the matching of tutors and tutees is complex and requires careful consideration when forming the tutoring dyads. An interesting aspect of the study revealed that discourse and "concepts" were being scaffolded at the same time and that students were able to include description and causal discourse in their writing about topics on the human body. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Buddy Reading, a literacy event that pairs two students as they share the reading of a book, was investigated from cultural, textual and social stances. Using a sample of 10 pairs of students from grades one and three, this study explored 1) the influences of school culture and classroom conventions that effected Buddy Reading, 2) the interaction between Grade 1 early readers as they read with more proficient Grade 3 buddies, and 3) student and teacher perceptions of Buddy Reading. Data collection involved four phases and included classroom observation, video recording students as they read together, photographic interviews of students and standard interviews of teachers. Findings indicated that student and teacher perceptions paralleled classroom practice, with the exception of students' perception of the type of decoding skills used. Although half of the proficient readers reported that they encouraged their younger partners to 'sound out words', they usually corrected oral reading errors by 'telling' or 'pronouncing' the word for their buddy. Students did not use scaffolding dialogue as they read with their buddies, and it was concluded that Buddy Reading could not be used as an alternative for reading practice with an adult. Social interaction between students was observed and discussed. School culture, tradition and rituals had a significant effect on the organization of the Buddy Reading Program and classroom practice. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate