Search results for: Tutors
Page 3/3 25 items
The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis
This meta-analysis assesses the effectiveness of volunteer tutoring programs for improving the academic skills of students enrolled in public schools Grades K-8 in the United States. It also further examines for whom and under what conditions tutoring can be effective. The authors found 21 studies to guide them in assessing the effectiveness of volunteer tutoring programs.Overall, the authors found volunteer tutoring has a positive effect on student achievement.
Updated: May. 18, 2009
The paper presents a tutor-centered tutoring model. That model aims to develop and establish the pedagogical-disciplinary knowledge and skills of prospective teachers. The research findings focus on the evaluation of the model by its participants - tutors, tutees and program coordinator. The findings also indicate that the main tutoring targets were achieved.
Updated: May. 04, 2009
A review of the literature demonstrates that grade retention often fails to improve the academic and socio-emotional outcomes of retained students. However, the literature suggests that retained students who act as peer tutors often experience improved school performance and self-concepts. This action research study aimed to identify and implement an intervention that would improve the academic and socio-emotional outcomes of a twice-retained third-grade student.
Updated: Mar. 17, 2009
A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers (four boys and four girls) attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning.
Updated: Nov. 24, 2008
This article explores how supervisors of teachers preparing dissertations can create a space for the imagination in the tutorial setting. The imagination is seen as “opening up to possibility,” where the student is taking a step into the unknown. The article discusses how the tutor can best support this, taking the theme of “holding the space for the student's learning.”
Updated: Jun. 10, 2008