The purpose of this study was to investigate the effectiveness of cross-age tutoring by high school students on the affective perception of fourth graders in the areas of self-concept, perception of self as a student, perception of self as a social studies student, and perception of self in the school environment. The tutoring was done in social studies--specifically in Arizona history--relating to the culture, history, and environment of the students' own surroundings. A rationale for the study was based on the social learning theory. High school students modeled behavior for the elementary students and reinforced positive learning experiences dealing with their own culture. This experience would enhance the elementary students feelings of self-worth, and improve their self-perception. The literature was reviewed from three aspects: cross-age tutoring, self-concept, and affective perception. Eight elementary classrooms, four experimental and four control, in four schools in the southwest part of Tucson, Arizona were involved in this one study. Nine hypotheses were tested dealing with self-concept and perception of self. Results of the study were assessed through the Piers-Harris Children's Self-Concept Scale pre- and post-measures, and the Affective Perception Inventory. An analysis of data was subjected to a two-factor analysis of variance using a hierarchical design. The primary aspect of this design is the assumption that an individual's score is partly influenced by the social unit of which the individual is a member. In all categories the treatment of cross-age tutoring had no effect on the experimental means. The hypotheses did not prove to be significant at the F = .05 level of significance. (A significant difference was found in the direction of the control group's mean score on the post self-concept scale.) It is the finding of this study that there were too many variables, other than the tutoring process, that could not be controlled. A further examination of the results shows that there were significant school within treatment effects, in the perception of self in the school environment, which indicates that the treatment interacted with classroom variables.

M.Ed. / The adult in today's society, is increasingly aware of his/her shortcomings regarding existing training skills and knowledge structures, as well as the need to supplement or refresh in order to keep up with demands. Conventional training methods alone cannot supply in the demand for competent educators to train the increasing number of adult learners, with their unique needs and approach to learning. The purpose of the study is the design of a self-study module as a possible training method for adult educators, as it is regarded as a cost-effective method to develop these educators by means of distance education and due to its availability regardless of their socio-economic background of the prospective educators. A study of literature and descriptive research was conducted to determine the structure and requirements of a selfstudy module. Relevant models of training program design were also studied. The information obtained was used to develop a selfstudy module dealing with the designing of training programs for adult learners, based on the Wheeler/KrUger model (1979). The following issues were addressed in the selfstudy module: A situation analysis, the planning of learning experiences for these adult learners, the setting of goals and objectives, the selection of teaching and learning opportunities, the development of teaching strategies, and evaluation of the training program. The selfstudy module is preceded by a short pretest for the prospective adult ducator. Each topic is succeeded by a selftest to assist the adult educator in determining his/her progress. On completion of the module he/she should be equipped to design a training program for adult learners. Although the designed module has not been tested, the conclusion could be made that selfstudy modules as a teaching method could supply in the demand for educators of adults. Self study modules seem specially appropriate in the South African setting with its geographically scattered society and varying academic and economic backgrounds.

The purpose of this qualitative multi-case study was to explore the nature of the impact that a tutoring program, which featured preservice teachers as tutors, had on participating fifth grade at-risk students’ literacy behaviors in the classroom.The researcher served in the role of passive participant observer during the scheduled language arts period three days per week in the participating students’ classroom for a period of twenty-three weeks. Field notes were made in the classroom and coded, and audio tapes were recorded and transcribed of the tutoring sessions. Formal and informal interviews with the teacher, tutors, and participating students were conducted, transcribed, and coded. Lesson plans and reflections developed and written by the tutors were gathered and coded. Observations indicated that there were four types of reading required on a daily basis in the classroom. Assigned readings made by the teacher included narrative and expository texts. Pleasure readings were materials chosen by the students, but at certain times were teacher initiated and at other times, student initiated. The four types of reading found in the classroom were mirrored by the tutoring sessions. Students observed in the classroom could be divided into two types and four categories. Those with positive attitudes were called eager readers. Eager readers were made up of good readers and struggling readers, who lacked some of the reading skills possessed by good readers. Reluctant readers were the second type and had either ambiguous or explicitly negative attitudes toward reading. The type of reader, together with the type of reading required, determined the success of the tutoring sessions. The results of the data analysis show that student motivation toward reading was a key factor in determining the success of the tutoring program. Two of the three student participants in the study reported learning skills in the tutoring program that they used in other contexts.

M.Ed. / With transformation in higher education institutions in South Africa, writing centres were established in the early 1990s to cater for the diverse educational, social and cultural needs of students. Transformation and the call for teachers to become lifelong learners, has motivated many mature professionals to enter postgraduate study. The Faculty of Education’s Postgraduate Writing Support Centre at the University of Johannesburg was established in 2002 to offer writing support to such students. Through a multi-faceted case study, this paper explores the importance of collaborative conversations within a community of student writers in constructing knowledge. It seeks through the narrative of three different tutoring contexts, to understand the role of the peer tutor in facilitating these conversations with postgraduates in support of their writing. The findings of this study suggest to faculty that a tutor training programme needs to be developed to ensure effective and successful writing support, and in addition the postgraduate programme should be reviewed to incorporate support and continued supervision through all stages of study. / Mr. W.A. Janse van Rensburg

No description available.

Tutoring has been used as an instructional method for many years. Reviewers have made narrative conclusions that tutoring has many academic, social, and emotional benefits for the tutor and tutee. This study applied meta-analysis techniques to studies in which learning disabled, behaviorally disordered, or intellectually handicapped elementary and secondary school students were sed to tutor academic content material to handicapped tutees. It was found that the experimental subjects made greater gains on the academic material than the control groups. Gains on social/emotional measures were minimal. Various research design and tutoring intervention characteristics were examined for their influence on tutor and tutee performance.

What makes an effective one-to-one tutor of literacy is unclear. Researchers (Anand Bennie, 2004; Chapman, Tunmer, Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education. The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors. Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks. To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded. The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session. Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries. Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews. The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities. Open questions were asked more frequently than closed questions. Tutees were praised frequently. Scaffolding was observed regularly throughout tutoring sessions. The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently. High levels of engaged teaching were maintained throughout tutoring sessions. A higher percentage of words were spoken by the effective tutors than the tutees. Written planning did not appear to play a role in the effectiveness of the tutor. Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task. Many characteristics of effective tutors were revealed during observations and journal entries. The perceived characteristics of effective tutors were explored during interviews with the three tutors. The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence. The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor. The tutors ensured that the sessions were positive and laughter was frequently observed. Good communication was maintained with parents and tutees. The effective tutors were flexible during tutoring sessions, yet consistent with routines. The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties. They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

This thesis focuses on two research questions: 1. What is the impact of Barnardos� Tutoring Program on the students involved? 2. How has the program influenced the parents, teachers and tutors? In examining the literature I have identified a complex set of dynamics that affects students� school performance. The themes of relevance to this study are: the concept of disadvantage and poverty; the role of literacy and numeracy in educational attainment; the importance of social acceptance for student well-being; aspects of mentoring and tutoring, and issues related to homework. In this study I examine the degree to which a tutor�s involvement improves students� homework performance, literacy and numeracy, social skills and engagement with school. I also examine how the tutoring program enhances parents� involvement with their children�s education. And I assess the tutors� contribution, the influence of the program on the teachers, and the implications for the program. My methods involved sending questionnaires out to 44 teachers, 41 students, 40 parents and 44 tutors. I also interviewed seven students under 10 years old. In addition to the questionnaires, I interviewed a core group of parents, students, teachers and tutors who had been involved with the program since 1999 (six tutors, five students, five parents and four teachers). My findings indicate that homework places considerable strain on students who do not have adequate resources or support available to them, in their homes, to undertake their homework tasks. Tutoring programs which take place outside of the school environment and which are based on the one-to-one principle of mentoring programs offer considerable benefits to students and their families. The study indicates that the tutoring program has brought about significant changes to the homes and the lives of the students. These changes include a greater engagement with learning and an increased interest in school. The students also have better relationships with their peers and feel that they are valued members of their class. The parents believe that they have the support that they need and as a result there is less tension in the home with regard to homework. The study also suggests that although the main role of the tutors is to help at-risk students with their homework and schoolwork, their role is much more diverse.

This research project sought to measure how students in large-classroom environments respond to supplemental, out-of-class learning options. Is their performance positively impacted by tutoring or by online, always-accessible lessons? Above and beyond demographics and skills, what motivates students to engage in use of supplemental learning options? Responding to theories of ?just-in-time? learning and the learner-centered philosophy of distributed learning, this study put three out-of-class tools in place during the course of a fall semester to allow the learner to decide what form of out-of-class aid he or she would rely upon. Those three options included tutoring services, streaming voice-over-PowerPoint lessons, and short YouTube.com-hosted videos featuring the instructor. Over the course of the fall 2008 semester, students responded to two surveys intended to (1) capture their motivational approach and preferred study strategies and learning styles; and (2) capture measures of their usage of these tools and their reported perception of the tools. In tests of data to determine what led to the most improvement in student scores and what led to students? highest reported levels of satisfaction and perceived value with the course, the short, lab instructor-created videos hosted on YouTube.com were the only significant predictor among all three supplemental learning options. This finding provides broad-based support for ?just-in-time? theories of learning, in which information and help are readily available just as students are seeking that information and extra guidance. Therefore, instructors seeking to improve student performance may serve their students well by preparing materials to facilitate any-time access to course content needed to complete major assignments or prepare for exams. But there is a caveat to simply making any form of content available online or available any-time, any-place. This study advances the theory of always-available resources and learner-centered environments by further refining what type of media stimulates the most improvement in performance. The answer, in part, seems to hinge on what is most appealing to students (video plus audio, shorter material, content geared toward assignment specifics rather than broad-based lectures), and warrants future study.

Thesis (Ph. D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 320-344).