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Much has been written about the potential resource that tutors might represent in our present educational system. However, very little scientific research could be found on this topic in the physical education field. This lack of evidence concerning the potential usefulness and effectiveness of tutors in physical education, particularly at the elementary school level, provided the impetus to conduct the present study. The purposes of this study were: 1) To investigate the effects of four factors, tutee sex, tutor sex, tutor grade level, and tutor tumbling ability, on a cross-age tumbling teaching program for first grade students. In addition, all first order factor interactions were studied for effect. And, 2) To compare the skill gains of those subjects taught by an upper grade tutor, fourth and sixth, to the gains of those taught by a physical education specialist. The data were collected during the spring of the 1976-77 academic year at W. H. Keister Elementary School in Harrisonburg, Virginia. Seventy-two first grade subjects participated in the study, with boys and girls equally represented. Eight upper grade tutors were selected for the study according to the eight various combinations of the three tutor factors studied for effect; male-female, fourth-sixth grade, and low-high tumbling ability. The seventy-two subjects were pretested for the ability to perform the three tumbling skills of forward roll, headstand, and cartwheel through the use of the Jarvis Tumbling Test (1967). The performances were recorded by a video cassette recorder and scored by two judges. Subjects were randomly assigned to either one of the eight tutors' groups or to the specialist's group and given instruction on the three skills three days a week for six weeks. After which, they were post-tested for skill gain. A six-week cross-age instructional program in tumbling skills was found to increase proficiency in performing the skills, with some increases more pronounced than others. For all subjects, the test score increase percentages from pre- to post-test were 38 percent for the forward roll, 155 percent for the headstand, and 209 percent for the cartwheel. A four-way factorial MANCOVA was applied to the data in order to investigate the effects of the four factors upon mean score change from pre- to post-test, using the .05 level of confidence for significance. Factor one was tutee sex, factor two was tutor sex, factor three was tutor grade level, and factor four was tutor tumbling ability. The analysis of data revealed that the only factor to have a significant effect was tutor grade level. Those subjects with a sixth grade tutor scored significantly higher on the tests than those with a fourth grade tutor. None of the first order interactions between the four factors produced any significant effects on the groups' test scores. A one-way ANOVA was used to analyze data for any significant group differences in test score gains between the eight tutors' groups and one specialist's group. No significant difference was found between the tutors' groups' performances and those of the specialist's group. / Ed. D.

邱家偉. / Thesis submitted in: December 2009. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 221-227). / Abstracts in Chinese and English. / Qiu Jiawei. / 中、英文摘要 --- p.i / 鳴謝 --- p.iii / 目錄頁 --- p.iv / Chapter 第一章 --- 前言 --- p.1 / Chapter 一、 --- 社會學、社會脈絡與生命歷程 --- p.4 / Chapter 二、 --- 自反性：風險和安全感之平衡 --- p.6 / Chapter 三、 --- 全文內容及重要性簡介 --- p.8 / Chapter 第二章 --- 文獻回顧 --- p.11 / Chapter 一、 --- 自反性現代化 --- p.11 / Chapter 二、 --- 本體性安全感與傳統社會 --- p.13 / Chapter 三、 --- 風險社會與新風險 --- p.16 / Chapter 四、 --- 生命歷程社會學 --- p.27 / Chapter 五、 --- 自反性現代化對生命歷程的反動 --- p.36 / Chapter 第三章 --- ?究問題和方法 --- p.38 / Chapter 一、 --- 孩童時代 --- p.38 / Chapter 二、 --- 近年香港情況 --- p.51 / Chapter 三、 --- ?究問題 --- p.53 / Chapter 四、 --- ?究方法 --- p.55 / Chapter 第四章 --- 學習社會及課外活動制度化 --- p.61 / Chapter 一、 --- 學習社會 --- p.61 / Chapter 二、 --- 香港作?學習社會´ؤ´ؤ孩童時代的發展 --- p.66 / Chapter 三、 --- 孩童閒暇生活與課外活動的發展 --- p.72 / Chapter 四、 --- 全天候的學習社會 --- p.88 / Chapter 第五章 --- 孩童閒暇時間之專業化及規範化 --- p.90 / Chapter 一、 --- 興趣班風潮´ؤ´ؤ課外活動市場化 --- p.90 / Chapter 二、 --- 興趣班風潮的專業論述 --- p.97 / Chapter 三、 --- 系統入侵孩童時代´ؤ´ؤ閒暇生活規範化 --- p.109 / Chapter 四、 --- 市場化、專業化與制度化´ؤ´ؤ現代性的吊詭發展 --- p.122 / Chapter 第六章 --- 家長的自反性培育 --- p.134 / Chapter 一、 --- 成?父母的風險與焦慮 --- p.135 / Chapter 二、 --- 家長的自反性培育心態 --- p.143 / Chapter 三、 --- 全方位的競爭´ؤ´ؤ焦慮風險的惡性循環 --- p.157 / Chapter 四、 --- 刻不容緩的壓力 --- p.168 / Chapter 五、 --- 自反性孩童時代´ؤ´ؤ充滿競爭的社教化環境 --- p.172 / Chapter 六、 --- 自反性培育方式 --- p.182 / Chapter 第七章 --- 自反性生命規劃´ؤ´ؤ吊詭的生命歷程 --- p.192 / Chapter 一、 --- 實證反思 --- p.194 / Chapter 二、 --- 理論反思 --- p.203 / Chapter 三、 --- 全文結語 --- p.214 / 附表 --- p.217 / 參考資料 --- p.221

Made available in DSpace on 2016-01-26T18:49:51Z (GMT). No. of bitstreams: 1 DISSERTACAO_02_06_2013_PUBLICAR.pdf: 2759396 bytes, checksum: d6ceef530efd50388b5b151c9b23a931 (MD5) Previous issue date: 2013-05-22 / The distance education is growing and professionals involved in the process need to empower themselves to follow the evolution of technology and teaching methodology. Among this professionals, there is a teacher-tutor whose role is to guide, encourage, motivate and build the student in their learning process. In this perspective, the present research entitled "The formation of tutors and their role in distance education", aimed to seek the understanding of two situations regarding mentoring. The first situation was to know how the course entitled "Formation of Tutors" prepares the participant to be the tutor, the second situation, was to research how was the performance of these tutors, mentors and mediators while in the course "Assistive Technology-4 ed." of Paulista State University, in partnership with the Open University of Brazil, in the modality of Distance Education. The research was defined according to the qualitative approach. Initially was realized a review of the literature authors which are: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Besides the bibliographic research, were conducted semi-structured interviews with four teachers and tutors that realized the course of formation and acted as tutors on the course "Assistive Technology", seeking to know their conceptions about: experience as a tutor, difficulties found in the course of formation, the contributions of ongoing formation for acting as tutor, and facilities and difficulties in acting tutor. Complementing the data collection, we used the analysis of the pedagogical material from both courses, as well as appreciation of the interaction and mediations occurred between trainer and teacher-tutors, tutors and teacher-course participants in forums, chats, calendars, diary of board and other tools of the Virtual Learning Environment (AVA) TelEduc. The analysis of the information and data obtained, allowed to identify that tutors were trained and prepared to meet adequate and effective the activities taught, mediate and guide the teacher-course participants. Regarding the categories of behavior of "being tutor" was noticed that identify problems, promote interaction and provide feedback were reported in the interactions between tutor-course participants on the records of forums and chats of the virtual environment of learning; as described in the precepts of Piaget, it was identified that tutors acted with autonomy over its operations in the course of Assistive Technology, and were encouraged by the trainers in the course of training to act with autonomy. / A Educação a Distância encontra-se em crescimento e os profissionais envolvidos no processo precisam capacitar-se para acompanhar a evolução da tecnologia e da metodologia do ensino. Entre esses profissionais encontra-se o professor-tutor, cujas funções são orientar, estimular, motivar e construir com o aluno sua trajetória de aprendizagem. Nessa perspectiva, a presente pesquisa, intitulada A Formação de Tutores e sua Atuação na Educação a Distância , teve como objetivo buscar a compreensão de duas situações referentes à tutoria. A primeira foi conhecer como o curso denominado Formação de Tutores prepara o participante para ser tutor ; e a segunda situação consistiu em pesquisar como foi a atuação desses tutores, enquanto mediadores e orientadores no curso Tecnologia Assistiva - 4ª ed. da Universidade Estadual Paulista, em parceria com a Universidade Aberta do Brasil, na modalidade da Educação a Distância. Definiu-se a pesquisa de acordo com os conceitos da abordagem qualitativa. Inicialmente, foi realizada uma revisão bibliográfica com autores, entre os quais se destacam: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Posteriormente, foram realizadas entrevistas semiestruturadas com quatro tutores que são professores, realizaram o curso de formação e atuaram como tutores no curso Tecnologia Assistiva , buscando saber suas concepções a respeito: da experiência como tutor; dificuldades encontradas no curso de formação; contribuições do curso de formação para a atuação como tutor; e fatores facilitadores e dificultadores na atuação do tutor. Complementando a coleta dos dados, recorreu-se à análise dos materiais pedagógicos dos dois cursos, bem como a apreciação das interações e mediações ocorridas entre professor-formador e tutores, e tutores e professores-cursistas nos fóruns, bate-papos (chat), agendas, diário de bordo e demais ferramentas do Ambiente Virtual de Aprendizagem (AVA) TelEduc. A análise das informações e dos dados obtidos possibilitou identificar que os tutores se capacitaram e se prepararam para cumprir de forma adequada e eficaz as atividades de ensinar, mediar e orientar os professores-cursistas. Quanto às categorias de comportamento do ser tutor , percebeu-se que identificar problemas, promover interação e dar feedback foram assinalados nas interações entre tutor-cursista e tutor-formador nos registros dos fóruns e chats do ambiente virtual de aprendizagem; conforme descrito nos preceitos de Piaget, identificou-se que os tutores agiram com autonomia durante sua atuação no curso de Tecnologia Assistiva, e foram incentivados pelos formadores no curso de Formação a agirem com autonomia.

Made available in DSpace on 2016-07-18T17:54:20Z (GMT). No. of bitstreams: 1 DISSERTACAO_02_06_2013_PUBLICAR.pdf: 2759396 bytes, checksum: d6ceef530efd50388b5b151c9b23a931 (MD5) Previous issue date: 2013-05-22 / The distance education is growing and professionals involved in the process need to empower themselves to follow the evolution of technology and teaching methodology. Among this professionals, there is a teacher-tutor whose role is to guide, encourage, motivate and build the student in their learning process. In this perspective, the present research entitled "The formation of tutors and their role in distance education", aimed to seek the understanding of two situations regarding mentoring. The first situation was to know how the course entitled "Formation of Tutors" prepares the participant to be the tutor, the second situation, was to research how was the performance of these tutors, mentors and mediators while in the course "Assistive Technology-4 ed." of Paulista State University, in partnership with the Open University of Brazil, in the modality of Distance Education. The research was defined according to the qualitative approach. Initially was realized a review of the literature authors which are: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Besides the bibliographic research, were conducted semi-structured interviews with four teachers and tutors that realized the course of formation and acted as tutors on the course "Assistive Technology", seeking to know their conceptions about: experience as a tutor, difficulties found in the course of formation, the contributions of ongoing formation for acting as tutor, and facilities and difficulties in acting tutor. Complementing the data collection, we used the analysis of the pedagogical material from both courses, as well as appreciation of the interaction and mediations occurred between trainer and teacher-tutors, tutors and teacher-course participants in forums, chats, calendars, diary of board and other tools of the Virtual Learning Environment (AVA) TelEduc. The analysis of the information and data obtained, allowed to identify that tutors were trained and prepared to meet adequate and effective the activities taught, mediate and guide the teacher-course participants. Regarding the categories of behavior of "being tutor" was noticed that identify problems, promote interaction and provide feedback were reported in the interactions between tutor-course participants on the records of forums and chats of the virtual environment of learning; as described in the precepts of Piaget, it was identified that tutors acted with autonomy over its operations in the course of Assistive Technology, and were encouraged by the trainers in the course of training to act with autonomy. / A Educação a Distância encontra-se em crescimento e os profissionais envolvidos no processo precisam capacitar-se para acompanhar a evolução da tecnologia e da metodologia do ensino. Entre esses profissionais encontra-se o professor-tutor, cujas funções são orientar, estimular, motivar e construir com o aluno sua trajetória de aprendizagem. Nessa perspectiva, a presente pesquisa, intitulada A Formação de Tutores e sua Atuação na Educação a Distância , teve como objetivo buscar a compreensão de duas situações referentes à tutoria. A primeira foi conhecer como o curso denominado Formação de Tutores prepara o participante para ser tutor ; e a segunda situação consistiu em pesquisar como foi a atuação desses tutores, enquanto mediadores e orientadores no curso Tecnologia Assistiva - 4ª ed. da Universidade Estadual Paulista, em parceria com a Universidade Aberta do Brasil, na modalidade da Educação a Distância. Definiu-se a pesquisa de acordo com os conceitos da abordagem qualitativa. Inicialmente, foi realizada uma revisão bibliográfica com autores, entre os quais se destacam: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Posteriormente, foram realizadas entrevistas semiestruturadas com quatro tutores que são professores, realizaram o curso de formação e atuaram como tutores no curso Tecnologia Assistiva , buscando saber suas concepções a respeito: da experiência como tutor; dificuldades encontradas no curso de formação; contribuições do curso de formação para a atuação como tutor; e fatores facilitadores e dificultadores na atuação do tutor. Complementando a coleta dos dados, recorreu-se à análise dos materiais pedagógicos dos dois cursos, bem como a apreciação das interações e mediações ocorridas entre professor-formador e tutores, e tutores e professores-cursistas nos fóruns, bate-papos (chat), agendas, diário de bordo e demais ferramentas do Ambiente Virtual de Aprendizagem (AVA) TelEduc. A análise das informações e dos dados obtidos possibilitou identificar que os tutores se capacitaram e se prepararam para cumprir de forma adequada e eficaz as atividades de ensinar, mediar e orientar os professores-cursistas. Quanto às categorias de comportamento do ser tutor , percebeu-se que identificar problemas, promover interação e dar feedback foram assinalados nas interações entre tutor-cursista e tutor-formador nos registros dos fóruns e chats do ambiente virtual de aprendizagem; conforme descrito nos preceitos de Piaget, identificou-se que os tutores agiram com autonomia durante sua atuação no curso de Tecnologia Assistiva, e foram incentivados pelos formadores no curso de Formação a agirem com autonomia.

Title: Notification for a revered Public: the education market in 1798 Stockholm and its environs, with focus on private tutorsThis paper examines the education market of Stockholm and its environs in 1798 by looking at work advertisements written by men and women, as well as people looking to hire male and female teachers. The paper uses Yvonne Hirdman’s gender theory as well as Thomas Laqueur’s thoughts about the two-sex model to see whether there were differences in how men and women portray themselves in advertisements and how gender affected the     subjects offered. It also examines what different types of educational work was offered, subjects sought after by advertisers when hiring teachers, and which social groups, if any, can be ascertained through the material. Both hermeneutically influenced textual analysis as well as quantitative analysis is used as methods throughout the study.This study shows that a majority of the advertisers were men, and that a majority of women offered other kind of work besides teaching in their advertisements. Men tended to offer higher education while women mainly offered to teach French and needlework. This paper argues that men tended to use academic merits over characteristics, whereas women used a wider variety of strategies, using merits but also positive attributes, connecting their teaching to the concept of motherhood, as well as using strategies of weakness. It is argued that gender as a social construct affected what men and women taught and that the two-sex model can be seen in the material along-side the one-sex model. Keywords: Sweden, 18th century, Stockholm, education market, private tutors, gender.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the implementation of the Integrated Learner Centred Distance Learning (ILCDE) model. This model implied the establishment of regional offices as well as the implementation of a tutor system. The tutor system implied the appointment of tutors at the different regional offices. In an attempt to take the distance out of distance learning the following functions of tutors were identified: • Telephone tutoring • Conducting contact sessions • Assessing assignments The focal point of this study was tutor development within a flexible learning system as no structured learning programmes for tutors exist at TSA. The purpose was to investigate and analyse the learning needs of tutors in a flexible learning system. Various critical questions stimulated this study. However, the following three questions formed the basis of this study: • What is the role of training and development in the tutor system? • Do tutors have a need for continuing professional learning programmes? If so, what . should the nature of such learning programmes be? • What should the criteria be to evaluate and monitor the development oftutors? A qualitative research approach was followed and the data was obtained by means of interviews and participative observation sessions. The subjects of the study were the tutors of the Subject Group: Management Leadership: Policing appointed for the registration period May 1998 - May 1999. One of the conclusions of the study was that the following processes regarding the tutor system need attention: • Recruitment and selection • Interviewing and appointment • Job descriptions • Orientation, training and development programmes • Evaluation and monitoring programmes • Role clarification • Marketing strategy The following recommendations were formulated: • A guide for the recruitment and appointment processes of its tutors should be compiled. • An assessment of the support needs of learners should be performed. • Establishing a continuing professional learning unit should be considered. • A proposal for learning interventions for continuing professional learning should be developed. / AFRIKAANSE OPSOMMING: DIE ROL VAN TUTORONTWIKKELING IN 'N PLOOffiARE LEERSTELSEL Die Technikon Suider-Afrika het sy rol as afstandsonderriginstansie gedefinieer toe die Geïntegreerde Leergesentreerde Afstandsonderrigmodel (lLeD£) geïmplementeer is. Hierdie model het die daarstelling van streekkantore asook die implementering van 'n tutorstelsel veronderstel. Die tutorstelsel het die aanstelling van tutors by die onderskeie streekkantore tot gevolg gehad. Om die afstand uit afstandsonderrig te haal, is die volgende drie funksies van tutors geïdentifiseer: • Telefoonbegeleiding • Fasilitering van kontaksessies • Assessering van werkopdragte Die fokuspunt van hierdie studie was tutorontwikkeling binne 'n plooibare leerstelsel, aangesien geen gestruktureerde leerprogramme vir tutors by TSA bestaan nie. Die doel was om die leerbehoeftes van tutors in so 'n plooibare leerstelsel te ondersoek en te ontleed. Verskeie kritiese vrae het aanvanklik hierdie studie gestimuleer, maar die volgende drie vrae het die basis van die studie gevorm: • Wat is die rol van opleiding en ontwikkeling in die tutorstelsel? • Is daar 'n behoefte aan deurlopende professionele leerprogramme? Indien ja, wat behoort die aard van die programme te wees? • Wat behoort die kriteria te wees om die ontwikkeling van tutors te evalueer en te monitor? 'n Kwalitatiewe navorsingsbenadering IS gevolg en die data IS deur middel van onderhoudvoering en deelnemende waarnemingsessies ingesamel. Die tutors wat aangestel is vir die registrasietydperk Mei 1998 - Mei 1999, van die Vakgroep: Bestuursleierskap: Polisiëring is vir die studie gebruik. Een van die gevolgtrekkings van die studie IS dat die volgende prosesse lil die daarstelling van die tutorstelsel aandag vereis: • Werwing en keuring • Onderhoudvoering en aanstelling • Posbeskrywings • Oriënterings-, opleidings- en ontwikkelingsprogramme • Evaluerings- en moniteringsprogramme • Roluitklaring • Bemarking Die volgende aanbevelings is geformuleer: • 'n Handleiding vir die werwing en keuring van tutors behoort saamgestel te word. • 'n Behoeftebepaling van die ondersteuningsbehoeftes van die leerders behoort gedoen te word. • Die vestiging van 'n deurlopende professionele leereenheid behoort oorweeg te word. • 'n Voorstel vir leerintervensies vir personeelontwikkeling behoort ontwikkel te word.