Self-determination and self-advocacy skills, necessary for students to successfully transition to secondary education and beyond, are often missing in students with disabilities. These skills are an important part of the process of addressing transition in an Individualized Education Program (IEP). The purpose of this case study was to gain an understanding of general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities. Guided by Deci and Ryan's self-determination theory, this study examined general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities, and attempted to determine how these skills changed after students with disabilities worked with a peer advocate. General education teachers' perceptions about self-determination and self-advocacy were identified, as well as differences in perceptions regarding students who worked with a peer advocate and those who did not. A purposeful sample of 5 general education teachers was selected to participate in this study. Teachers participated in 1 interview, completed an anonymous survey, and participated in 1 classroom observation. Descriptive analysis was used to present the information in a narrative. Participants felt that self-determination and self-advocacy skills were important for students with disabilities. Teachers with the experience of having peer advocates in their classroom noticed an increase of self-determination and self-advocacy skills in students with disabilities. This study may provide positive social change by giving insight to educators on ways to utilize peer tutors or advocates with students with disabilities to aid in their academic and social success, resulting in successful student participation in the IEP process and transitioning from middle school to high school.

This investigation focused on the examination of the effectiveness and costs of instructional delivery in using programmed tutorial materials by trained high school paraprofessionals to instruct learners attending the elementary self-contained and resource rooms. Forty tutees, divided equally into experimental and control groups, were administered two pre and posttest measures, the E-B Beginning Reading Placement Test and the Woodcock Reading Mastery Test (WRMT) . Tutees in experimental groups received tutorial instruction from the paraprofessional tutors 25 minutes daily over the ten-week treatment period. An analysis of covariance was computed on the two measures to compare the academic performance between the experimental and control groups. Though no statistical differences were found between the groups on WRMT, statistical differences were indicated on the E-B Beginning Reading Placement Test for both School Districts A and B, favoring the groups receiving treatment. Significant increases in both Subtest A scores, one subtest of the E-B Placement Test, and the total reading scores of this measure were evidenced in the groups receiving treatment. Results also indicated that the percent of mastery for both School Districts A and B tutees that received treatment mastered at least 84% of all the skills taught by the high school paraprofessional tutors. These tutors mastered 77% of the instructional procedures used in the first part of the tutorial session and 47% in the second part of the session. The investigation of costs indicated that total cost expenditures in the Maximum Cost Model were $2,418.69, a per learner cost of $60.46, and continuing costs per learner of $13.72. Total purchases using the Moderate Cost Model were $1,298.69, a per learner cost of $32.46, and a continuing cost per learner of $13.72. The Minimum Cost Model indicated total expenditures of $163.69, a per learner cost of $4.09, and continuing costs per learner of $1.35. These cost models provided evidence that the costs of using high school paraprofessional tutors with programmed tutorial materials to instruct handicapped learners can be minimal in return for academic gains in beginning reading skills.

The purpose of the present study was to determine the effect of cross-age tutoring upon leadership style and self-esteem for the tutors, and children's attitudes toward physical activity and motivation to participate in sport for primary school children. Although the process of peer tutoring and/or cross-age tutoring is not a new concept, this form of transmission of information and skill within the educational sporting environment in Australia, and particularly in the A.C.T, is relatively new, and is an area which has received very little empirical attention. Comparisons between the three cross-age tutoring programs were made in terms of primary school students' attitudes toward physical activity and motivation to participate in sport, as well as leadership style and self-esteem for the tutors. Four hundred and eighty-eight primary school students (7 to 12 years of age) were administered an adaptation of Gill, Gross, & Huddleston's (1982) Participation Motivation Questionnaire; and Schutz, Smoll, & Wood's (1985) Children's Attitudes Towards Physical Activity Inventory, both before the program and again at the end of the program. Further, one hundred and twenty-six secondary students (from Years 9 & 10) were administered an adaptation of Coopersmith's (1967) Self-Esteem Inventory; and a modified version of Chelladurai's (1980) Leadership Scale for Sports. A modified questionnaire from Clough & Traill's (1992) Sportsfun program evaluation was designed and implemented to measure attitudes about participating in sporting activities, as well as to obtain ideas about changes or benefits for each group from their viewpoint. This evaluation sheet was given to the tutors and tutees following the completion of the program Statistical analyses revealed that involvement in cross-age tutoring programs in the field of sport and physical education did not provide significant results in the areas of self-esteem or leadership style for the tutors, or in the areas of attitudes towards physical activity or participation motivation for the tutees. In other words, these results indicated that the act of participation in a cross-age tutoring program in sport and physical activity did not enhance and develop these attributes for either the tutors or the tutees. Conversely, though, the results did not reveal significant outcomes to indicate that participation in a cross-age tutoring program would lower or negatively affect the existing levels of self-esteem, leadership behaviour, attitudes towards physical activity or motivation to participate in sporting activities for the tutors or tutees. However, from the qualitative data obtained during the interview questionnaire following participation in the cross-age tutoring programs, it could be concluded that cross-age tutoring programs in the area of sport and physical education have merit because they seem to serve different needs for the different groups of people involved in them, including the tutors, tutees, teachers and participating schools. By providing cross-age tutoring programs in sport, children and tutors have the opportunity to develop sports skills and enhance leadership/coaching abilities which are consistent with the participant's individual personalities and aspirations.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 75-84). Also available in print.

Abstract The purposes of this study were (a) to discuss the function and roles of tutor, (b) to review the history and current situation of college tutorial systems in the U.S. and U.K., (c) to explore the history and present circumstance of Taiwan¡¦s college tutorial systems, (d) to analyze college students¡¦ understanding of tutorial systems and function in Taiwan, (e) to explore the ideal tutorial systems and function from the perspective of Taiwan¡¦s college students and (f) to come up with conclusions and further suggestions for future development of tutorial systems in Taiwan¡¦s colleges and universities. The study was designated into two-stage questionnaire surveys among college students. Four public & private Taiwan¡¦s colleges were purposefully selected according to the results of Taiwan¡¦s college evaluation in 2005 and their performance at the domain of students¡¦ service and guidance. During the first stage of the survey which focused the students¡¦ perspectives of current tutorial system, 356 subjects were randomly sampled, while on the second stage of survey which put an emphasis on students¡¦ viewpoints concerning the future development of tutorial systems, 484 college students were randomly selected. Data were analyzed through several statistical measures, such as descriptive statistics, independent sample t-test, one-way ANOVA. Based upon the results of the above analyses, the researcher provided several conclusions as follows: 1. According to the literature review, the roles and functions of a tutor can be generalized into seven categories. Most students, for instance, consider a tutor as a problem solver. 2. Ideally, college students consider a tutor should be a person who can be a good teacher and also a helpful friend; a person who is like a guide of career and a person who can communicate with coordinate. In addition, they also hope the tutor can perform the following functions of communication and coordination, problem solving and participation and guidance. 3. The current situation of tutorial system from the student¡¦s perspectives: (1) Presently, a majority of students are not satisfied with the situation of tutorial system. (2) College tutors mostly supervise over 40 students. (3) Today, the most important reason why students need tutor¡¦s assistance is ¡§tutors are able to solve¡¨ student¡¦s problem; the reason why they are not willing to approach tutor for help is ¡§being unfamiliar between students and tutors.¡¨ (4) At present, most universities are having tutorial system based on a whole class system. (5) At the moment, the tutor-student relationship is just fine, and the relationship of junior students is better than the freshman students. (6) Currently, tutors of junior students perform better than those of first & second year students in terms of content of tutorial system. 4. The students¡¦ perspectives for ideal tutorial system: (1) The majority of students think the best way to carry out the tutorial system is on orientation counseling during the freshmen year. (2) Most students hope the purpose of tutorial is to conduct students¡¦ ¡§career development orientation and planning¡¨ and ¡§problem solving regarding academic learning.¡¨ (3) The majority of students think the appropriate number of tutorial students should be under 29. (4) Most students regard the ideal tutorial system is ¡§multiple tutorial system.¡¨ (5) Most students believe that an ideal teacher-student relationship can improve their relationship. (6) The majority of students think it necessary to have an ideal tutorial system with counseling function. (7) The demand level of ideal tutorial system for junior students is higher than the first and second year students. (8) The demand level of career counseling for senior and junior students is higher than the first and second year students. Based upon the above conclusions, the researcher proposes several recommendations for the university administration, tutors, students and further research for reference.

Thesis (Ed. D.)--Youngstown State University, 2009. / Includes bibliographical references (leaves 104-107). Also available via the World Wide Web in PDF format.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. David Pargman, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Feb. 18, 2004). Includes bibliographical references.

In view of the popularity and continuous expansion in the scale of shadow education (private supplementary tutoring) all over the world, research in this field has recently received more attention. However, the study of English language learning in this context has been rather limited although it is the subject having the greatest demand in Hong Kong. This study aimed to fill part of the research gap by focusing on the experience of learners of English under shadow education in Hong Kong. It investigated, from the learners’ perspective, why they received English tutoring, the strategies tutors used and how their motivations and attitudes were influenced. It also explored what learners ‘wanted’ and ‘needed’ in English learning under shadow education, and whether their ‘wants’ and ‘needs’ were satisfied. A qualitative study was carried out. Data were collected using background questionnaires and one-to-one semi-structured interviews. Fourteen Year One university undergraduates were recruited as interviewees to narrate their experience of English learning through tuition in their whole life before they were admitted to university. The data showed that learners participated in four types of tutoring, namely one-to-one, small-group, large-group and star-tutoring. The frequency, duration, costs, learners’ attitudes, motivation and reasons for receiving tutoring changed in different periods. A theoretical framework was developed to investigate how learners were motivated under shadow education. The data also suggested that learners’ ‘wants’ and ‘needs’ overlapped to various degrees in different periods. The study has indicated that shadow education has had a significant impact on the mainstream education system. While shadow education seems to be developing in an opposite direction to the current education reform, there is clearly something that mainstream schoolteachers and curriculum developers can learn from it. It would be wise to look at the issue seriously instead of ignoring it. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

Liberal Studies was introduced to the Hong Kong Senior Secondary Curriculum as a compulsory subject in 2009. Liberal Studies lays strong emphasis on students’ self-learning abilities and critical thinking skills, and reduces rote memorization or cramming of knowledge. However, the large-scale tutorial schools – also known as cram schools - which are notorious for teaching students to focus on examination materials instead of genuine learning have ironically been successful in attracting student-consumers for the subject. This dissertation describes elements students receive from tutorial schools and reasons why the elements can successfully retain student-customers, followed by a discussion on the possible impacts of tutorial school learning which may have on students’ learning and on their formal schooling. Maslow’s hierarchy of needs is employed in the analysis. It is found that tutorial business have made use of a lot marketing strategies for the promotion. Not only that they employ a lot of tactics to satisfy students’ needs, but they also create and stimulate demand by boosting students’ anxiety levels and by devaluing the day school education that they are receiving. On one hand, the extent to which the so-called ‘examination techniques’ or ‘skills’ is useful to students’ learning is doubted; on the other hand, it is found that tutorial schools’ unethical business practices and their business-driven ways of teaching would impose hidden yet serious long-term impacts on students’ learning and whole-person development. Moreover, tutorial schools’ marketing strategies would hinder the education reform which is in progress. All in all, tutorial school’s hindrance to successful schooling deserves immediate attention from educational policy makers. / published_or_final_version / Education / Master / Master of Education

A discrepancy appears to exist between the value placed on reflective journal writing by the writers of journals and the value seen by educators of that same journal writing. In this study, I explored the journal writing of six tutors working in a learning centre at a two-year community college in western Canada. I examined: (1) tutors' perspectives on the journal writing task; (2) the content and reflectivity of tutors' journals; and, (3) the accuracy of the journals in representing tutor thinking initiated by the journal writing task. The initial data collection for the study included observation of weekly in-service training sessions and examination of tutor journal entries. Tutors were interviewed about their perceptions of journal writing and their thinking around issues they wrote about in their journals. The tutor trainer was interviewed about his expectations of tutor journal writing, his reactions to tutors' journals and his perceptions of the journal writing task. After the initial data collection, the participants were given summaries of data collected in the initial phase. Tutors read the summaries and as a group discussed issues raised by the data. I interviewed the trainer about insights he had gained from the summaries. Content choices and levels of reflectivity in the tutors' journals varied widely. Factors affecting the content and levels of reflection in the tutors' journals were affected by tutors’ understanding of the journal writing task, their motivation for journal writing, their feelings of vunerability, their personal histories, their tutoring experience, their preference for writing as a mode of learning, and their purposes for writing journals. Most tutors perceived their journals as useful to them, but the tutor trainer regarded the journals as less useful. This difference in perception of the benefits of journal writing can be attributed, at least in part, to the differing levels of access of the trainer and the tutors to the benefits of journal writing. The trainer based his understanding of the benefits of journal writing on the journals themselves whereas the tutors were aware of benefits that were not apparent from studying the journals. Interviews with the tutors showed that tutors reflected more as a result of the journal writing task than was evident from their journals. The trainer’s view of the reflection initiated by the journal writing task was obscured in tutors’ journals due to the fact, that tutors reported prior reflection, provided incomplete representation of their reflective thinking, made rhetorical choices which masked their levels of reflection, and continued to reflect after completion of journal entries. Implications of the study for educators include the importance of a process approach to journal writing, the risks of assuming that journals provide an accurate picture of the reflection the task initiates, and factors for consideration in the construction of the prompt for journal writing. Implications for researchers focus on the risks of assuming that journals provide an accurate measure of the benefits of the journal writing task. Collaboration with journal writers is seen as essential for any such measure to be achieved.