This project examines the creation of an online tutor training Web site designed to teach those tutors at the California State University, San Bernardino's Learning Center who cannot attend tutor training in person. The training Web site utilizes the instructional design ADDIE model.

El presente trabajo de investigación académica busca evaluar la implementación de un modelo de negocio digital que busca conectar estudiantes de secundaria de Lima Metropolitana de NSE A, B y C que estén presentando problemas en el rendimiento académico por la falta de apoyo en casa en sus estudios, ya sea por la falta de tiempo de los padres y/o apoderados o el desconocimiento de los mismos en relación a los temas que ven los estudiantes en clase, con tutores académicos que han sido seleccionados bajo estrictos estándares de experiencia académica y laboral, todo esto con un solo clic en su celular. En todo el proceso de evaluación del proyecto, se realizaron diversas técnicas de validación que demuestran la viabilidad del proyecto como el análisis de la industria, consumidor, proveedores, competidores y otros factores. Asimismo, se desarrollaron los siguientes planes: Plan Estratégico, Plan de Marketing y el Plan Financiero. / This academic research work seeks to evaluate the implementation of a digital business model that seeks to connect high school students from Metropolitan Lima from NSE A, B and C who are presenting problems in academic performance due to the lack of support at home in their studies , either due to the lack of time of parents and / or guardians or their ignorance in relation to the topics that students see in class, with academic tutors who have been selected under strict standards of academic and work experience, all this with a single click on your cell phone. Throughout the project evaluation process, various validation techniques were carried out that demonstrate the viability of the project, such as analysis of the industry, consumer, suppliers, competitors, and other factors. Likewise, the following plans were developed: Strategic Plan, Marketing Plan and Financial Plan. / Trabajo de investigación

This dissertation is composed of three chapters, each applying different quantitative methods to study a specific early childhood education policy or program. Chapter One explores whether expanding preschool education in low- and middle-income countries with public resources would be a viable policy option, using a benefit-cost analysis. Chapter Two examines economic costs of an emergent literacy program that places paid community tutors into pre-K classrooms in Minnesota using the ingredients method of cost analysis. Chapter Three investigates the effectiveness of a school-based attendance intervention at public preschools in high poverty communities of Chile by using student level observational data. The three chapters each highlight different policy problems: global inequalities on access to preschool education, reading gaps among American PK-12 students, and high student absenteeism at publicly funded preschool programs. Together, these studies advance our knowledge about ways to address existing early childhood education policy problems. These studies also help shed light on gaps in our current knowledge and lay out future research agenda.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / While a writing center tutor may view her role as a coach, a commentator, and a counselor, the tutor actually serves as scaffolding, a temporary, supportive replacement of the processes more experienced writers can manage alone without a tutor, namely, the metacognitive processes of self-assessing, self-monitoring, and self-motivating. Metacognition then becomes the essential factor in adapting writing center practices into the composition classroom. By re-conceptualizing the three roles of a writing center tutor and re-visioning the classroom into a more “pure” learning space, tutor-teachers improve students’ writing skills, increase their engagement, and redirect students’ focus toward the writing process rather than the grade. To demonstrate the efficacy of this adapted writing center approach in the composition classroom, I created an authentic, challenging project in which the pre-project activities, task design, work process, and reflection assignment enact my proposed theory. By adopting this approach, tutor-teachers ultimately empower students and design compositional tasks that act as a catalyst for transforming the way students understand themselves as writers and as students.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2022 / Although several interventions have been in place to address the writing difficulties of students, research reveals that student writing is still one of the major challenges experienced by English Second Language (ESL) students worldwide; specifically, in the context of higher education institutions. As such, writing centres have been deemed as facilitators that are paramount for the transition of first-year students’ high school literacies to the academic writing conventions of higher learning. The primary purpose of this study was to examine the efficiency of the Reading and Writing Centre (RWC) as a supporting structure of the University of Limpopo (UL) through a case study of services rendered to first entering dietetics students. The study was guided by Vygostsky’ zone of proximal development and scaffolding theories to determine how the knowledgeable other can support the less knowledgeable students in developing their academic writing skills. An analysis of students’ assignments for the first semester and the second semester was conducted. The study also used semi-structured interviews to allow the current researcher to gain a detailed description on the challenges confronted by the dietetics students, and whether RWC is efficient in improving the academic writing skills of the dietetics students. The research established that academic writing appeared to be difficult for first-year entering dietetics students in the first semester prior to the assistance from RWC, and relied on the centre for the transition of the academic writing demands of higher learning. The study further discovered that although the students still committed slight grammatical mistakes, they showed improvement from the assistance they obtained from the feedback received from the RWC, ultimately signifying that the centre played a pivotal in scaffolding first-year students who came to higher learning underprepared for the academic writing conventions.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Student assessment and feedback is not new to open and distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness in improving the performance of students and institutions. The objective of this study was to identify key aspects required to optimise feedback in ODL. In various studies, feedback has been heralded for its key role in the improvement of student learning. However, there are on-going expressions of uncertainty about whether assessment feedback is indeed delivering this potential, particularly in ODL mode. Against this backdrop of uncertainty and circumspection, this study offers a critical reflection on assessment feedback with particular focus on ODL. This case study was undertaken using semi-structured interviews with the students, which were conducted to explore and extrapolate their experiences and views on feedback. Focus group interviews with tutors were also conducted to provide an in-depth understanding of participants’ experiences and perceptions. Document analysis was used to make informed recommendations. The study recommends that creating an effective assessment programme, developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and their staff — will have a positive impact on the workload for staff with coordinating responsibilities. It is recommended that a student charter be devised to lay out student expectations alongside the expectations of an ODL institution. Such a student charter will ensure that both tutors and students know what is expected of them during the feedback giving and receiving process. My findings offer a deeper understanding of the assessment of code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in an ODL context. It is envisaged that the research findings will assist ODL practitioners with decisions related to assessment and feedback. There are clear implications for staff in ODL institutions to encourage changes in feedback culture. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)

This thesis examines writing centers and offers suggestions for tutor training that might help realize the ideal of the writing center as a Burkean parlor, a place where collaboration via continuous meetings and conversations between tutors and participants take place. Conflict can surface because of different cultural backgrounds and world views, particularly in terms of gender issues.

This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology)