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Tutoring as a social practice : Taiwanese high school students in VancouverWu, Angela Mei-Chen. 05 1900 (has links)
Tutoring is a rapidly increasing but under-researched component of the education
of immigrant students. This study examines one-on-one tutoring of Taiwanese high
school immigrant students in Vancouver. Viewing tutoring as a social practice rather than
an instructional tool for teaching academic content, this exploratory study attempts to
understand how participants construct tutoring in the British Columbian educational
context. Factors such as the patterning of tutorials, the participants' perspectives, and the
wider educational context have been considered in this study.
This study recruited 12 tutor-tutee pairs, 12 parents, and 10 school teachers.
Tutoring interactions were tape-recorded over a ten-month period. Combining aspects of
discourse analysis and qualitative research, this study used discourse analysis to study
tutoring interactions and qualitative interviews to explore the participants' beliefs about
tutoring and schooling. This study explored the interaction patterns of tutoring, examined
the participants' assumptions and expectations, and investigated the relationship between
the tutoring (informal learning) and the schooling (formal learning) process of immigrant
students.
The varied patterns of tutorials suggested that tutoring went beyond teaching
academic content and served multiple functions for the immigrant families. The patterns
focused on addressing the needs of parents and students to interact with their schools, and
providing emotional and cultural support. In addition, there seemed to be conflicting
voices among the participants regarding the tutorial practices. For example, participants
expressed strong and opposing views about the goals of tutoring and the quantity of homework, academic content instruction and grammar instruction in tutoring and in
schools. These different voices seemed to cause tensions which were explored and
negotiated in tutoring interactions. Lastly, the relation between tutoring and its wider
educational context was both cooperative and conflictual. For example, while tutoring
offered students homework assistance, this assistance caused the school teachers to be
concerned with tutor over-helping. Thus, there is a complex and interactive relationship
between tutoring and the educational system. To conclude, studying tutoring as a social
practice acknowledges the varied tutorial patterns, the conflicts, the dynamics, and the
complexity of tutoring interactions.
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Vaikų globos namų auklėtojų nuostatos dėl bendravimo / Tutors‘ attitudes to the communication within the children foster organizationsKazlienė, Edita 16 August 2007 (has links)
Švietimui kaip socialinei institucijai postmodernizme keliami uždaviniai, kurie sąlygoja esminius edukacinių procesų pokyčius. Ypatingas vaidmuo tenka mokyklos vadovui (Jucevičienė, 1996; Fullan, 1998; Kornør, Nordvik, 2004; R. H. Hofman, W. H. A. Hofman, Guldemond, 2001). Dažnas novatoriškas mokyklos vadovas stengiasi transformuoti mokyklos kultūrą (Želvys, 2003), o švietimo institucijos bendruomenė verčia jį prisitaikyti prie susiklosčiusių per dešimtmečius normų ir tradicijų (Žvirdauskas, 2006; Cibulskas, 2006; Katiliūtė, 2005; Sergiovanni, 2005).
Moksliniai tyrimai atskleidė, kad mokyklos veiklos efektyvumas susijęs su švietimo subjektų – pedagogų ir ugdymo institucijos vadovų, ugdytinių ir jų tėvų / globėjų – bendravimo kultūra (Targamadzė, 2006; Hargreaves, 2000; Davies, Ellison, 2006). Atskleista, kad vadovavimas ugdymo institucijai sąlygoja mokyklos bendruomenės energiją, kai suprantama, jog organizacijos kaitą lemia ugdymo institucijoje puoselėjamos vertybės (Sergiovani, 2005), rūpinimasis asmenų tarpusavio santykiais (Kepalaitė, 2005; Kardelienė, Kardelis, 2006). Be to, nustatyta, kad vadovo nuostatos dėl elgesio su pavaldiniais (Šaparnis, 2002) ir pedagogų nuostatos dėl bendravimo organizacijoje (Fominienė, Kardelienė, Kardelis, 2006; Bagdonas, 2004; Engvik, 2006; Šaparnis, Šaparnienė, 2004; Meškinienė, Liniauskaitė, 2003) turi įtakos pedagoginio darbo rezultatams (Kepalaitė, 2005a; Rupšienė, Gustienė, 2005; Gailienė, Marozaitė, 2003), nes autoritarinis valdymas... [toliau žr. visą tekstą] / Education as social institution is evoked in the determination of changes of essential educational practice in the post-modern epoch. The key role is devoted to a director of the school (Fullan, 1993; Juceviciene, 1996; Kornør, Nordvik, 2004; R. H. Hofman, W. H. A. Hofman, Guldemond, 2001). A innovative school director frequently attempts to transform its culture (Zelvys, 2003), as well as community of educational institution makes the director to accomodate long lasting inhabited norms and traditions of such community (Zvirdauskas, 2006; Cibulskas, 2006; Katiliute, 2005; Sergiovanni, 2005).
Some studies disclosed that the efficiency of school activities is related with the communication culture of subjects of education, namely educators and directors of educational institutions as well as pupils and their parents or foster-parents (Targamadze, 2006; Hargreaves, 2000; Davies, Ellison, 2006).
It was acknowledged that the impact for results of educational work could be depended (Kepalaitė, 2005; Rupšienė, Gustienė, 2005; Gailienė, Marozaitė, 2003), on the director’s approach to subordinate personnel (Saparnis, 2002) and educators‘ attitudes to organization of communication within the institution (Fominiene, Kardeliene, Kardelis, 2006; Bagdonas, 2004; Engvik, 2006; Saparnis, Saparnienė, 2004; Meskinienė, Liniauskaite, 2003). It was recognized also that autocratic style management, the centralization of decision-making, psychological freeze (Grinceviciene, 2002; Juceviciene... [to full text]
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The impact of therapeutics tutorials on the reasoning of fourth year medical students with regard to the prescribing process.Harries, Catherine Sara. January 2005 (has links)
This research was initiated as a response to a request for assistance from a group of students
at the Nelson R Mandela School of Medicine who had reported feeling unprepared to
prescribe medicines. This led to an interest in the level of competence shown by students in
making prescribing decisions and the extent to which they were confident of their prescribing
judgments.
Student prescribing competence and confidence were assessed using quantitative and
qualitative methods. The quantitative assessment comprised a test where students were asked
to rate their confidence in some of their responses. A stratified sample of 10 of these student
interviewed, where they were asked to choose treatment for four paper cases. Prescribing
skills were found to be lacking, with test results averaging 47%. appropriate treatment
selected for only 4 of the total of 40 paper cases. Upon reviewing the literature, it became
apparent that poor prescribing skills, leading to the problem of irrational prescribing was a
worldwide phenomenon The study aimed to address areas of weak prescribing skill using a
short intense intervention comprising of several different learning strategies. Student change
in confidence following the course was assessed using an evaluation form where students
rated their perceived changes in key competences. Students showed improved confidence for
each of the prescribing abilities measured.
These findings have been compiled into 3 research publications, the texts of which are bound
together as they were submitted together to comply with the research requirement of an M.Ed.
The findings are reported in a paper titled Building successful therapeutics into a problembased
medical curriculum in Africa in the South African Journal of Higher Education (see
Appendices).
I was also interested in how prescribing ability builds as students develop new prescribing
skills. The student interviews provided an opportunity to explore the variation shown between
the students relating to the quality of the treatment they prescribed for a given paper case. A
sample of two sets of paper cases were assessed using a phenomenographic method, yielding
two different perspectives of student experience.
The research outlined above is the focus of the dissertation, which also includes an
exploration of the teaching and learning issues which guided the design of the intervention
and which I believe led to the positive finding of improved student prescribing confidence.
Also included in the dissertation is an analysis of the quantitative assessment according to the
cognitive categories of Bloom's Taxonomy, as well as qualitative data gathered from student
interviews which revealed an understanding about prescribing abilities which predominated at
differing Bloom cognitive levels for different students.
In the second paper titled Undergraduate medical students' reasoning with regard to the
prescribing process which has been submitted to Medical Teacher, (see Appendices) the
range of student cognition associated with prescribing is explored. Each question from the
quantitative assessment of prescribing abilities were grouped according to the Bloom
Category it had been assigned, student scores according to each Bloom category were
calculated. Students scored highest for the lowest cognitive category ('knowledge') and
lowest for the highest ranked cognitive categories( 'evaluation' and 'synthesis'). These
findings along with the qualitative findings and the phenomenographic assessment were
reported here. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Factors contributing to the perceived effectiveness of the Kip McGrath Education Centres at Newholmes, Pietermaritzburg in KwaZulu-Natal, South Africa.Ramnath, Linda Pearl. January 2001 (has links)
This study centred on factors contributing to the perceived organizational effectiveness within
an educational service provider. The guiding assumption of this research was that the general
public supports effective organizations because they are perceived as rendering an effective
and efficient service. This results in a reciprocal relationship between the organization and
its clients. The Kip McGrath Education Centres was studied since it is an organization that has
been rendering educational service in South Africa since 1996. There are to date thirty-five
centres operating in the country. However, while there has been phenomenal growth in terms of
geographical expansion, no studies have been done to establish what has contributed towards
this organization's perceived effectiveness. Literature sources informed this study of the
indicators that characterize effective organizations. Some of these indicators of effectiveness
were used in this research to determine whether the organization under study can be viewed as
one such effective organization. The theoretical underpinning of this study is that there are
inherent contradictions within models of effective organizations. As such, effectiveness should
be determined according to a given model and relevant indicators. This study surveyed
perceptions of the major stakeholders on matters pertaining to the organizational effectiveness
of the Kip McGrath Education Centres at Newholmes. Both the qualitative and quantitative
methodologies were used. That is, questionnaires were used to obtain information from large
samples of educational stakeholders and interviews schedules and check-lists were used to
collect qualitative data from small samples and observations of facilities and activities at
the centre. The findings revealed that the organization under study was rendering an effective
service that clients seem to have valued. This consequently led to their support of the
organization which led to its growth in size, judged by student numbers. The conclusions
derived from these findings were that an effective organization is one that is able to develop
because it possesses salient features necessary for delivering an effective and efficient
service to its clients, thus ensuring their continued support. A major finding was that parents
were willing to pay for the services offered by the Newholmes KMEC because they felt they got
their money's worth. This leads to the conclusion that when the public has confidence in an
education provider, the public is willing and able to pay for the services. A recommendation
arising out of this would be to determine the extent to which perceived effectiveness
translates into genuine effectiveness judged by the quality of programmes offered by a number
of private education providers. This would offer evidence and support for the role of the
private sector in educational provision which can guide government policy and practice. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.
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The role of knowledge sharing in increasing the effectiveness of training and support for child literacy volunteer tutors at Frontier College /Anglin, Maureen Elizabeth, January 2005 (has links)
Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 102-105).
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The effects of attending an afterschool tutoring program on students of low socioeconomic statusFelton, Anne. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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Tutoring instrument flight patterns of instructor and student communication /Okdeh, Adnan, January 2008 (has links)
Thesis (M.S.)--Mississippi State University. Department of Psychology. / Title from title screen. Includes bibliographical references.
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The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technical school /Ng, Yuk-fai, Margaret. January 1996 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 72-75).
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The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technical schoolNg, Yuk-fai, Margaret. January 1996 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 72-75). Also available in print.
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The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab settingTindall, Daniel William Sanchez. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references (leaves 57-64). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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