Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.

O objetivo deste trabalho foi acompanhar a ação de uma educadora de infância num espaço reorganizado, verificando as alterações que realizou nesse espaço e em sua prática educativa no decorrer do processo de pesquisaação, observando ainda os efeitos dessas alterações nas crianças através do envolvimento nas atividades que realizavam. A pesquisa desenvolveu-se numa Escola Municipal de Educação Infantil (EMEI) que desenvolvia a proposta pedagógica de Reorganização dos Espaços e das Atividades. A escolha justifica-se por três fatores interligados: necessidade de investigação sobre a formação profissional dos educadores de infância; importância de buscar possibilidades de apoio a práticas educativas que se desvinculem de propostas escolarizantes; fragilidade dos processos de formação em serviço desenvolvidos pelos sistemas educacionais na cidade de São Paulo. O trabalho caracteriza-se como um estudo de caso único, na perspectiva da pesquisa-ação e da tutoria entre pares. Foi realizado o acompanhamento da prática pedagógica através de dois eixos complementares: um voltado ao processo formativo da educadora e o segundo relacionado aos efeitos desse processo na prática pedagógica e no envolvimento das crianças na atividade, com base no instrumento criado por Ferre Laevers Escala de Envolvimento da Criança (The Leuven Involvement Scale for Young Children - LIS-YC). Os instrumentos utilizados foram a observação participante, entrevistas semi-estruturadas, gravação e transcrição de áudio, registro e análise de imagens, documentos escritos. A avaliação dos resultados apontou que o processo formativo gerou mudanças efetivas na prática desenvolvida pela educadora, que foi capaz de responsabilizar-se pelos efeitos de sua prática nas ações das crianças, criando uma postura diferenciada da inicial como investigadora de sua própria prática, identificando problemas na ação, criando hipóteses sobre possíveis causas e buscando maneiras de transformar o que observava. Concluiu-se, com o processo de pesquisa-ação / tutoria entre pares, que a educadora pôde distanciar-se de uma pedagogia transmissiva, aproximando-se de uma pedagogia da participação, que valoriza a ação e o protagonismo da criança, ao mesmo tempo em que deixa para a educadora o real papel de mediadora do processo de construção de conhecimento da criança pequena. / The purpose of this work was to follow the actions of a childrens educator in a reorganized space, and to determine the changes created by this educator in that space, as well as in her educational practice during this collaborative research-action process. The effects of such changes on the children through their involvement in the activities were also taken into consideration. The research was conducted in a childrens public school (EMEI) where the Reorganization of Spaces and Activities teaching proposal was developed. This choice was made based on three associated factors: the need to investigate the professional training of childrens educators; the importance of finding potential support for educational practices different from conventional ones; and the weakness of the educational processes currently developed by the educational system in the city of São Paulo. This work is a single case study from the perspective of a collaborative research-action and peer tutoring. The teaching practice was investigated based on two complementary axes: one was aimed at the training process of the educator and the other was related to the effects of such process on both the teaching practice and the childrens involvement in the activities, all according to the tools created by Ferre Laevers - The Leuven Involvement Scale for Young Children - LIS-YC. The tools in hand included participant observation, semi--structured interviews, audio recording and transcript, image recording and analysis, in addition to written documents. The assessment of results showed that the training process brought forth certain effective changes into the practice introduced by the educator, who was then able to hold herself responsible for the effects of her practices on the childrens actions. Through this process, the educator created a different stance as an investigator of her own practices, which enabled her to identify certain issues in the actions, develop hypotheses regarding potential causes, and seek ways to transform what was then observed. The conclusion is that the collaborative research-action and peer tutoring process enabled the educator to get rid of a transmissive teaching approach and become closer to a more participant teaching, thus promoting actions and childrens leadership while assigning the educator the true role of a mediator in the process of building up childrens early knowledge.

On the basis of experiences and studies developed in the last ten years, the contribution aims to discuss some different peculiarities between Cooperative Learning and Peer Tutoring models in Mathematics lesson. These models are specific interpretations of a way of conducting Mathematics lessons which requires the activity of students, their personal participation in the construction of knowledge. In the description of the two teaching-learning models, the analysis will deal in particular with the social aspects these models involve. Describing these two modalities of cooperation, also the importance of the care for the choice of suitable mathematical tasks and for different pedagogical setting they require will appear clearly. The issues described, together with the analogies and differences between the two models, could contribute to suggest more adequate didactical projects for teachers and deeper studies about students’ collaboration based models for researchers.

The aim of the study was to determine the extent of the psychological influence that human cadaver dissection has on Homoeopathy and Chiropractic students. Changes in axiety levels, appraisals (of the self, the situation and the environment), coping strategies and behavioural changes were investigated during the following four dissection phases: (i) before the dissection started (preparation); (ii) the first dissection period (exposure); (iii) two weeks after dissection started (development of resources) and (iv) three months after dissection started (stabilisation). Anxiety levels were measured using the Taylor Manifest Anxiety Scale and the Templer Death Anxiety Scale. The remaining sections of the self-administered questionnaire included open and closed ended sections. Anxiety levels were found to be low, possibly due to students being previously exposure to the dissection hall, during peer tutoring sessions. Although active coping strategies were used most often, no clear pattern emerged with regard to which coping strategy was more effective in dealing with dissection anxiety. / Psychology / M. Sc. (Psychology)

現今九年一貫課程強調孩子多元學習的能力，以教師的專業自主來引導學童在學習歷程中能促進多元智慧的發展，教師應以創新教學理念，應用活潑有創意的教學法，來提高學生學習的效果。「小組式同儕教學法」屬於教師較少運用的一種教學法，嘗試探討其在教學上的影響及其價值。 本研究探討國小中年級自然與生活科技領域實施小組式同儕教學之教學情形。目的在研究自然與生活科技領域實施小組式同儕教學的學習效果；希望藉由研究者的省思與發現，並提出建議作為教師實施小組式同儕教學時的參考。 本研究主要採用質性研究法，以國小四年級中兩班學生為研究對象。研究者在教學過程中，以量化統計與質性研究的方法進行探討，資料蒐集包括前後測學期測驗成績,現場觀察記錄,錄音,錄影,教師札記,訪談,問卷及相關文件等，以三角檢驗法進行資料分析。 研究結果包括正負面多項影響，在正面的影響主要為學生喜歡小組式同儕教學的方式，從中養成主動學習及解決問題的能力等；負面影響主要為教室常規難控制,時間負擔重等，最後建議此教學方法在課程內容能結合舊經驗，及教師能適時指導的情形下適度應用，將可促進學童多元智慧的發展，提升學童學習的成效。 / The Grade 1-9 Curriculum Guidelines highlight the important of students’ learning ability in multiple disciplines. Teachers should develop students’ multiple intelligences with their professional skills in the students’ learning process. And use vivid and creative teaching methods to promote students’ learning. A teaching method, “Small Group Peer Tutoring （SGPT）”, is developed and employed in this study which aims at exploring its influence and value about students’ learning. This research studies the scenario of SGPT in Nature and Life Technology to the fourth grade students in an elementary school. The main purpose is to examine the learning outcome of SGPT and intends to provide suggestions for teachers who may one day need to implement this method. This study is mainly a qualitative research and the subjects are fourth graders from two classes in the elementary school. In addition to the qualitative research paradigm, the quantitative method is also applied to conduct the analysis. The data collection includes the pre- and post-test students’ exam scores, observation records, audio and video tape recording, teachers’ journals, interviews, questionnaires and relevant documents. These data are processed followed by the triangulation analysis method. The result includes positive and negative influences. For the positive influences, students like SGPT and develop the abilities of active learning and problem solving, etc. For the negative influences, the classroom management and overloading of teaching are main difficulties that teachers confronted in this method. The implication of this study is as follows: first, teachers should integrate students’ prior knowledge to the current curriculum. Second, teachers should apply this method according to their schedule and use it flexibly. In such circumstances, The SGPT can develop students’ multiple intelligences and improve their learning outcome. / 中文摘要 …………………………………………………………… Ⅰ 英文摘要 …………………………………………………………… Ⅱ 謝 辭 …………………………………………………………… Ⅲ 目 次 …………………………………………………………… Ⅳ 表 次 …………………………………………………………… Ⅵ 圖 次 …………………………………………………………… Ⅶ 第壹章 緒論……………………………………………………… 1 第一節 研究動機與背景………………………………………… 1 第二節 研究目的與問題………………………………………… 4 第三節 名詞釋義………………………………………………… 5 第四節 研究範圍與限制………………………………………… 6 第貳章 文獻探討………………………………………………… 8 第一節 同儕教學相關概念……………………………………… 8 第二節 同儕教學的理論基礎…………………………………… 12 第三節 同儕教學的教學模式…………………………………… 17 第四節 同儕教學實證研究……………………………………… 24 第叁章 研究方法………………………………………………… 30 第一節 研究樣本………………………………………………… 30 第二節 研究架構………………………………………………… 32 第三節 研究工具………………………………………………… 38 第四節 資料蒐集與分析………………………………………… 40 第肆章 研究結果與討論………………………………………… 42 第一節 學業成績之資料分析…………………………………… 42 第二節 學生學習歷程的感受…………………………………… 46 第三節 研究者輔導歷程與省思………………………………… 59 第四節 綜合結果與討論………………………………………… 74 第伍章 結論與建議……………………………………………… 79 第一節 結論……………………………………………………… 79 第二節 建議……………………………………………………… 84 參考書目 …………………………………………………………… 87 附錄一 小組式同儕教學回饋單（1）…………………………… 95 附錄二 小組式同儕教學回饋單（2）…………………………… 96 附錄三 小組式同儕教學自我評鑑表…………………………… 97 附錄四 小組式同儕教學意見調查表…………………………… 98 附錄五 喜不喜歡小組式同儕教學原因統計表………………… 99 附錄六 願不願意再上小組式同儕教學原因統計表…………… 100 附錄七 小組式同儕教學優缺點統計表………………………… 101

The aim of the study was to determine the extent of the psychological influence that human cadaver dissection has on Homoeopathy and Chiropractic students. Changes in axiety levels, appraisals (of the self, the situation and the environment), coping strategies and behavioural changes were investigated during the following four dissection phases: (i) before the dissection started (preparation); (ii) the first dissection period (exposure); (iii) two weeks after dissection started (development of resources) and (iv) three months after dissection started (stabilisation). Anxiety levels were measured using the Taylor Manifest Anxiety Scale and the Templer Death Anxiety Scale. The remaining sections of the self-administered questionnaire included open and closed ended sections. Anxiety levels were found to be low, possibly due to students being previously exposure to the dissection hall, during peer tutoring sessions. Although active coping strategies were used most often, no clear pattern emerged with regard to which coping strategy was more effective in dealing with dissection anxiety. / Psychology / M. Sc. (Psychology)

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Economics as a subject is one of the sciences that is required for any nation's development, but its teaching and learning has not being easy, which has resulted in poor student achievement. In search of solutions, this study has considered the reflective-reciprocal teaching technique and investigates its effectiveness on student teachers' academic achievement and attitude in the subject. Four Null hypotheses were formulated to guide this study. The study adopted the quantitative method of inquiry, using specifically a pre-test, post-test quasi-experimental design. Three Colleges of Education out of 22 federal Colleges of Education in Nigeria were purposively selected based on certain criteria to be the sites for the study. The sample for the study consisted of 178 second year Economics student teachers; the participants were randomly assigned to an experimental group or a control group. The pre-test scores of the participants was obtained using achievement test, numerical ability test questionnaire. Participants in the experimental group were exposed to six weeks of teaching using the reflective-reciprocal teaching strategy while participants in the control group were exposed to the traditional method of teaching. The quantitative data collected was analyzed using descriptive statistics in the form of proportions, frequencies, means and standard deviations, independent t- tests and paired t-tests to compare differences between two groups, Analysis of Covariance (ANCOVA) and ANOVA for repeated measures. The Multiple Classification Analysis (MCA) aspect of ANCOVA was used to determine the magnitude of the performance of the groups. The findings of the study show that there exists a significant difference in the achievement of student-teachers in Economics when taught using reflective-reciprocal teaching strategies compared to the conventional method. Based on the findings of this study, it is recommended that Economics student teachers should make effective use of reflective-reciprocal teaching strategies in the classroom in order to further enhance the achievement of their students in the subject. In addition, the Federal and States Ministries of Education should encourage the use of the reflective-reciprocal teaching strategies by organizing workshops for educational trainers and teachers to better equip them in the use of the reflective-reciprocal teaching strategy. The use of reflective-reciprocal teaching strategies should be encouraged in other teaching subjects as well. / Curriculum and Instructional Studies / M. Ed. (Didactics)

Economics as a subject is one of the sciences that is required for any nation's development, but its teaching and learning has not being easy, which has resulted in poor student achievement. In search of solutions, this study has considered the reflective-reciprocal teaching technique and investigates its effectiveness on student teachers' academic achievement and attitude in the subject. Four Null hypotheses were formulated to guide this study. The study adopted the quantitative method of inquiry, using specifically a pre-test, post-test quasi-experimental design. Three Colleges of Education out of 22 federal Colleges of Education in Nigeria were purposively selected based on certain criteria to be the sites for the study. The sample for the study consisted of 178 second year Economics student teachers; the participants were randomly assigned to an experimental group or a control group. The pre-test scores of the participants was obtained using achievement test, numerical ability test questionnaire. Participants in the experimental group were exposed to six weeks of teaching using the reflective-reciprocal teaching strategy while participants in the control group were exposed to the traditional method of teaching. The quantitative data collected was analyzed using descriptive statistics in the form of proportions, frequencies, means and standard deviations, independent t- tests and paired t-tests to compare differences between two groups, Analysis of Covariance (ANCOVA) and ANOVA for repeated measures. The Multiple Classification Analysis (MCA) aspect of ANCOVA was used to determine the magnitude of the performance of the groups. The findings of the study show that there exists a significant difference in the achievement of student-teachers in Economics when taught using reflective-reciprocal teaching strategies compared to the conventional method. Based on the findings of this study, it is recommended that Economics student teachers should make effective use of reflective-reciprocal teaching strategies in the classroom in order to further enhance the achievement of their students in the subject. In addition, the Federal and States Ministries of Education should encourage the use of the reflective-reciprocal teaching strategies by organizing workshops for educational trainers and teachers to better equip them in the use of the reflective-reciprocal teaching strategy. The use of reflective-reciprocal teaching strategies should be encouraged in other teaching subjects as well. / Curriculum and Instructional Studies / M. Ed. (Didactics)

In this study the technique of role reversal for the treatment of performance anxiety, experienced by learners in the school environment, was investigated. Performance anxiety sometimes presents as part of a larger pattern of social phobia and negatively impacts on an individual’s tasks performance due to the fear of negative evaluation. My qualitative study involved a collective, instrumental case study. Role reversal was implemented as part of a group-therapeutic intervention which continued for approximately three months, and involved participants acting as peer tutors. Data analysis focused on the participant’s personal experiences of the technique as well as therapeutic gains and the usefulness of the technique from a school-based counsellor’s perspective. The research findings revealed that although the helping role held certain challenges for the participants, it seemed to generally impact positively on their social and academic confidence and functioning. Additionally their levels of performance anxiety appeared to decrease. / Psychology of Education / M. Ed. (Guidance and Counselling)