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Education as a commodity : private tutoring in Hong Kong and Taipei /Tong, Sui-leung, Thomas. January 2001 (has links)
Thesis (M. Ed)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 127-136).
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Education as a commodity private tutoring in Hong Kong and Taipei /Tong, Sui-leung, Thomas. January 2001 (has links)
Thesis (M.Ed)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 127-136). Also available in print.
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Tutoring strategies a case study comparing learning center tutors and academic department tutors /Bailey, Geoffrey K. January 1900 (has links)
Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Title from PDF t.p. (viewed Jul. 7, 2010). Directed by Deborah Taub; submitted to the Dept. of Educational Leadership and Cultural Foundations. Includes bibliographical references (p. 189-199).
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Intersections of hope : the stories of Christina and Mark and an after-school tutoring intervention /Turner, Dana Margo, January 1999 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 225-239). Available also in a digital version from Dissertation Abstracts.
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Private supplementary tutoring received by grade 9 students in Chongqing, China : determinants of demand, and policy implicationsZhang, Wei, 張薇 January 2013 (has links)
This study examines multilevel factors that drive the demand for private supplementary tutoring among Grade 9 students in Mainland China. As in other parts of the world, private supplementary tutoring in academic subjects has become a major phenomenon in Mainland China. The growing demand is associated with the combined effect of factors at the system, institutional, household, and individual levels. The thesis draws on data collected through a mixed-methods approach in Chongqing which, with a population of 29 million, is the largest of China’s semi-autonomous municipalities.
Three major steps were taken to serve the purpose of the research. First, the author analyzed questionnaire responses from students and parents about the features of tutoring received by the sampled students and related factors. Second, descriptive statistics were analyzed to speculate on the links between background factors of the sampled students and their participation in tutoring. Binary logistic regression was further performed to assess the most significant determinants of the probability of participation, using the background factors as predictors. Third, on the basis of the above, data collected through interviews and case studies with various stakeholders were analyzed to explain how factors at multiple levels shaped the demand patterns.
The findings allowed the thesis to develop a model of key determinants of demand for tutoring. The model includes macro-level factors such as educational policies, high-stakes examinations, and the traditions of a Confucian culture. At the institutional level, school type was the strongest predictor of participation. Students sampled in the key schools in the metropolitan area were about five times more likely to receive tutoring than those in the remote rural schools. At the household and individual levels, the students’ socioeconomic status and academic aspirations had significant and positive effects on their likelihood of receiving tutoring.
According to the study, over 90% of the students receiving tutoring were tutored by mainstream teachers. This feature, which reflected both students’ demand for tutoring and teachers’ desires to supply it, shaped power relations in the schools. The links between power relations and the patterns of demand for tutoring were investigated through social theories on power bases.
The thesis contributes to research in a wider context by refining understanding of the nature of shadow education and by developing theories on the demand for tutoring from a Chinese perspective. It documents teachers’ involvement in private tutoring through the lens of power relations. The research findings have practical implications for policymakers and planners, school leaders, and families in making educational decisions. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
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The effectiveness of one on one tutoring and reading group intervention in first and second grade within Chapter One Reading Program /Howrey, Kim L. January 1991 (has links) (PDF)
Thesis (M.S.)--Eastern Illinois University, 1991. / Includes bibliographical references (leaves 66-71).
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The impact of teacher initiated tutoring on learning and retention in a math lab at Northeast Wisconsin Technical College Marinette campusJohnson, Gary M. January 1998 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.
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Die impak van tutoriale op die wiskundeprestasie van studente in eerstejaarswiskundeLouw, Cecilia Jacomina. January 2003 (has links)
Thesis (MEd(Curriculum Studies))--University of Pretoria, 2003. / Includes bibliographical references.
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On-demand tutoring in distance education : intrinsically-motivated, scalable interpersonal interaction to improve achievement, completion, and satisfaction /Williams, Peter B. January 2005 (has links) (PDF)
Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2005. / Includes bibliographical references (p. 49-55).
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The genres of tutor training : searching for reflective practice /Hays, Elaine. January 2006 (has links)
Thesis (Ph. D.)--University of Rhode Island, 2006. / Includes bibliographical references (leaves 154-170).
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