To see the other types of publications on this topic, follow the link: Cross-age tutoring.
Dissertations / Theses on the topic 'Cross-age tutoring'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 32 dissertations / theses for your research on the topic 'Cross-age tutoring.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Cheung, Ching-yee Cecilia, and 張靜儀. "One to one cross-age peer tutoring and same-age peer tutoring in English dictation: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956361.
Full text
2
Campbell, Heather, and n/a. "Cross-age tutoring : an effective leadership alternative for sports skills." University of Canberra. Sports Studies, 1999. http://erl.canberra.edu.au./public/adt-AUC20060623.161717.
Full textAbstract:
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.
3
Syvanen, Carlyn. "Cross-age tutors: English as a Second Language students tutoring." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2481.
Full textAbstract:
The purpose of this study was to examine the effects of participation in a cross-age tutoring program on fourth and fifth grade English as a second language (ESL) students. The sixteen intermediate ESL students tutored first grade and kindergarten students in reading two days a week, for twenty minutes over a nineteen week period. It was hypothesized that tutors would improve their attitudes toward school and toward reading, that their perceptions of control would increase in the area of self control, and that they would make greater gains in reading achievement than other ESL students in their school. Tutors were interviewed to ascertain their attitudes toward school and toward school and toward reading. Classroom teachers completed surveys assessing their perceptions of the tutors' attitudes toward school and toward reading. These measures and The Multidimensional Measure of Children's Perceptions of Control were administered in both the fall and spring. The district annual achievement test was used to measure gains in reading achievement. The tutors in the study made gains in their perceptions of self control in the cognitive domain. Their attitudes toward reading improved, also. There was no change in the students' perceptions of control in the social domain. Their attitudes toward school improved, but the gain was not statistically significant. The students did not make greater gains in reading achievement than the control greater gains in reading achievement.
4
Rougeau, Camille Margarett. "Effects of Fourth- and First-Grade Cross-Age Tutoring on Mathematics Anxiety." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6058.
Full textAbstract:
A mixed methodological approach was used to examine the effects of fourth- and first-grade students cross-age tutoring on mathematics anxiety. 37 Fourth-grade tutors, both trained and untrained, helped 37 first graders use multiple strategies to solve mathematical word problems for 10 weeks. A control group of 16 first-grade students completed the problems independently. Pre-test and post-test mathematics anxiety measures were used. Observations were also conducted throughout the study. The measures used for both primary and intermediate students were effective in identifying students with mathematics anxiety. However, quantitative findings showed no difference for fourth- or first-grade students on mathematics anxiety measures. Results of an ANOVA were not significant. The qualitative findings revealed the trained tutors and their partners were the most structured. They tried more strategies to solve problems and stayed on task better than other groups. Untrained tutors and their partners needed more redirection and engaged in more off-task conversations. First graders with tutors received more positive reinforcement than those who worked independently.
5
Moriarty, Kristen S. "Reading buddies : cross-age tutoring as empowering pedagogy for young English language learners." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760964.
Full textAbstract:
Globalization, and the movement of workers in the high technology industries of Silicon Valley have far reaching effects on the school systems which serve their children. This study takes place in a neighborhood public school in the heart of the area known as Silicon Valley, California, during the early implementation of the Common Core State Standards. During the time of this study, the student population in the valley was growing in number and diversity due to the impact of developments in the high technology industries in the valley, and the education system was recovering from drastic budget cuts as well as embracing a nationwide curriculum movement aimed at more standardization, high-stakes testing, and accountability. As the teacher in the role of participant observer and researcher, employing ethnographic methods of data collection, including video recordings, observations, interviews, and reflective journals and video journaling, student interactions were recorded and analyzed through the application of Bernstein’s theories of pedagogic interactions as well as sociocultural learning theory and the work of Vygotsky. The results indicate that Reading Buddies could be an example of an ‘empowering pedagogy’ which gives linguistically and socially marginalized children a voice in an educational milieu driven by high stakes testing and accountability with an emphasis on the use of English. The study highlights strategies used by young children acquiring English as an additional language to interact with and co-construct meaning of English language texts during weekly Reading Buddy sessions. Seeing the diversity found in the classrooms as a strength and benefit to the education system, this study explores how allowing space for children to bring every day knowledge, home languages, and personal experiences into literacy practices impacts their interactions with English Language texts.
6
Drake, Dustin H. "From "Struggling" to "Example": How Cross-Age Tutoring Impacts Latina Adolescents' Reader Identities." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6532.
Full textAbstract:
The achievement gap has long been viewed as a persistent shortcoming of the public education system in the U.S. The achievement gap also highlights the challenges faced by Latino populations with educational achievements and future employment prospects. The purpose of this multiple-case study was to describe how four Latina adolescents, each of whom identified herself as a struggling or “not good” reader, reauthored their reading identities by acting as reading tutors to elementary students. This study combined elements of narrative inquiry with multiple case study research. The four participants—Paula, Lucia, Cassandra, and Amaia (all names are pseudonyms)—were selected from a cross-age tutoring program for Latino youth called Latinos in Action located in the state of Utah. As part of this class, ninth-graders received training on how to provide tutoring in reading to elementary students, and they tutored elementary students twice per week for 30 minutes.
The participants underwent 6 months of tutoring. Prior to tutoring, the participants were interviewed to ascertain how their reader identities had developed through adolescence. Subsequent interviews with the participants, teachers, and family members, in addition to observed tutoring sessions, illustrated ways that tutoring provided an avenue for the participants to re-author their reader identities. Using these data, I worked with participants to develop narratives regarding their reading experiences and identities. I used an a priori Bakhtinian framework to explain what I viewed in the narratives, with conclusions confirmed by each participant. Finally, I used constant comparative analytic methods to identify common themes across the participants’ stories.
From the analysis, I identified five major themes as the findings of this study: examples at home, school as authoritative, fluent oral reading in English, reading aloud in tutoring, and changes in reading practices. The process of tutoring younger students provided a place, within the authoritative space of the school setting, where the participants were able to practice this skill. The results of this study indicated that educators and policy makers can look to cross-age tutoring as one method to provide adolescent, struggling readers with opportunities to positively adjust their reader identities.
7
Ng, Yuk-fai Margaret. "The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technical school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595708.
Full text
8
Weger, Cora J. "A case study of the cross-age tutoring program offered at Lincoln Trail College /." View online, 1998. http://repository.eiu.edu/theses/docs/32211130897921.pdf.
Full text
9
Mitchell, Rebekkah J. "Effects of Fourth- and Second-Grade Cross-Age Tutoring on Spelling Accuracy and Writing Fluency." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3513.
Full textAbstract:
A quasi-experimental study determined the effects on students' spelling accuracy when cross-age tutors focused on fixing spelling in writing with their tutees. Fourth-grade tutors, both trained and untrained, helped second-grade tutees fix spelling mistakes in their writing using two strategies: visual memory and word parts. A control group of second and fourth graders were instructed to independently use these two strategies to fix mistakes in their writing. Second graders overall had significant gain scores on measures of spelling accuracy and writing fluency. Regression analyses showed that these gains were not due to a student's participation in either cross-age tutoring or the control group. No significant gain scores were found for fourth graders. These results seem to indicate that cross-age tutors may not be academically beneficial for either tutors or tutees. However, descriptive statistical analyses and informal observations made during cross-age tutoring sessions imply that cross-age tutors can be a valuable educational tool.
10
Udaka, Itsuko Jaime. "Cross-age peer tutoring in dialogic reading effects on the language development of young children /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/127/.
Full text
11
Wilson, Joan Elizabeth. "The effects of cross-age tutoring on the oral fluency of the language minority student." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/642.
Full text
12
Jewett, Andrea L. "Effects of cross-age reciprocal peer tutoring on math fact acquisition with learning disabled students." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399890459.
Full text
13
Ng, Yuk-fai Margaret, and 吳玉輝. "The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technicalschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958990.
Full text
14
Gillies, Ann Elizabeth. "A Multi-Perspective Exploration of a Cross-Age Tutoring Initiative: An Analysis of the Responses of All Students." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4324.
Full textAbstract:
This exploratory study assessed the effectiveness of a cross-age tutoring intervention on adaptive behavior goals of three PreKindergarten/Kindergarten-aged students with labels of autism spectrum disorder. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with individualized adaptive behavior goals while in the library. A mixed method design was utilized in this study; a quantitative single case multiple baseline across participants design to show performance outcomes of the young students as a result of the tutoring intervention, and a constant comparison analysis of qualitative data gathered from observations of students, students' written work, and a research journal. Quantitative results indicated all three young students performed the target behavior in the library with support from their cross-age tutors and this behavior maintained one month after intervention ended as evident through a maintenance probe; all three students made progress on the achievement of adaptive behavior goals in an inclusive environment from this intervention. Qualitative results indicated the cross-age tutoring experience was positive and powerful for all six participants involved as evident through the construction of six themes that emerged from the qualitative data.
15
Trost, Susan, and n/a. "The effects of cross-age tutoring on self-esteem amd computer attitudes of low self-esteem fifth and sixth grade girls." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.153347.
Full textAbstract:
This study investigated the effects of a cross-age tutoring programme on the tutors'
self-esteem. The study also examined the effects of the programme on the tutors'
attitudes to computers. A case study approach was used to answer the following
questions:
1. Does the self-esteem of tutors increase when they tutor in a nonacademic
subject area e.g. teaching others to use computer games?
2. Do the changes in self-esteem generalise to other areas or are the
changes specific to the subject area of the tutoring?
3. Do the tutors' attitudes to computers change when they teach younger
children how to use computer games?
Twelve tutors, from three A.C.T. primary schools, were trained as tutors. Girls from
Years 5 and 6, with low self-esteem (measured using the Coopersmith Self-esteem
Inventory), were selected to teach girls from Years 1 and 2 how to use computer
programmes.
Self-esteem was assessed pre- and post- tutoring using the Coopersmith Self-esteem
Inventory, concept maps and teacher's ratings. Computer attitudes were assessed
pre- and post- tutoring using the Bath County Computer Attitudes Survey and
concept maps. A post-tutoring questionnaire provided information, from the tutors,
about the tutoring programme. The case study approach allowed analysis of each
student's experience in the programme. The criteria used to evaluate the
effectiveness of the programme were the differences in the pre- and post- tutoring
measures of self-esteem and computer attitudes and the tutors' responses in
interviews.
Self-esteem increased for eleven of the tutors. Making a contribution, feelings of
increased competence, a sense of belonging and positive feedback were the factors
that appeared to enhance the tutors' self-esteem. All tutors were more confident with
the computer at the end of the programme, and in six cases there were increases in
the computer attitude survey scores.
16
Ploehs, John Ralph. "The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485.
Full text
17
Flores, John Robert. "The effects of cross-age tutoring on underachieving fifth-grade students in the areas of mathematical achievement and self-perception." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184709.
Full textAbstract:
The purpose of this study was to investigate the effects of cross-age tutoring on underachieving fifth grade students in the areas of mathematical achievement and self-perception. Although much remains to be examined and discovered relative to the rationale and theories that serve as bases for cross-age tutoring, there is mounting evidence that tutoring may increase academic achievement and self-perception. There was a need for such a study because the research on tutoring is contradictory. Some studies show that tutoring is beneficial for students, while other studies indicate that tutoring does not make a difference. Although there is a belief that tutoring is beneficial, the effects of participating in a cross-age tutoring program have yet to be answered by the research community. A one-group pretest/posttest design was utilized. The population consisted of 20 underachieving fifth grade students tutoring 20 underachieving first grade students. Three self-perception subscale measures and two mathematical achievement subscale measures were given to the underachieving fifth grade students before and after the intervention. Significant results beyond the.05 level of confidence were obtained on three of the five hypotheses. The three self-perception subscale measures changed significantly, but decreased over time. The two mathematical achievement subscale measures did not change significantly over time. These findings do not support the intervention of cross-age tutoring as an effective influence on mathematical achievement or self-perception.
18
Dennis, Lisa Marie Giles. "Multiplication Achievement and Self-Efficacy in Third- and Fifth-Grade Students: Effects of Cross-Age Peer Tutoring and Skill Training." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293588.
Full textAbstract:
Self-efficacy is the belief an individual has about his or her capabilities to successfully complete an activity. Self-efficacy stems from four sources: verbal persuasion, physiological states, past experiences, and vicarious experiences. Increases in self-efficacy in education are connected with an increase in academic achievement. The current study sought to answer the question of which of three treatment options would have the most positive effect on mathematical achievement and self-efficacy for correctly answering problems on a multiplication math test. Participants were third- and fifth-grade students identified by their teachers as struggling in math. Students either received training on skills designed to increase self-efficacy, participated in cross-age peer tutoring, or received a combination of both treatments. Achievement and self-efficacy were measured before and after treatment and four weeks following the end of treatment to measure the lasting effects.
19
Rodriguez, Ana Isabel. "Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3908.
Full textAbstract:
Hispanic students are falling behind their peers in reading fluency and are struggling to close the gap. This study examined the reading fluency influence on 73 Hispanic second and third grade students while receiving reading fluency support from middle school Hispanic tutors. These students were compared to Hispanic second and third grade students not receiving tutoring reading support. All students were assessed before the tutors gave reading support, mid-year and after the reading support finished using a school district fluency measurement. Findings found that students made rapid growth in reading fluency from the beginning of the tutoring support to mid-year. From mid-year to the end of the tutoring support, students continued to make growth but at a slower rate. The study used a Likert scale questionnaire given to the teachers and administrators to evaluate perspectives of the effectiveness of the tutors. The findings indicate that tutors are beneficial in supporting the increase in reading fluency achievement as well as being role-models for young Hispanic students. Results of the study suggest that small group instruction guided by a tutor is beneficial to second and third grade students.
20
Zeneli, Mirjan. "Developing, testing and interpreting a cross age peer tutoring intervention for mathematics : social interdependence, systematic reviews and an empirical study." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11367/.
Full textAbstract:
Cross-age peer tutoring is a peer learning strategy which has been shown to improve both socio and academic process of learning factors as well improve attainment in various subjects. There is, however, still room for the intervention to be developed: which was the aim of this work. This was done by applying important socio interdependent aspects such as resource, interpersonal and goal interdependence to a cross-age-peer tutoring intervention in mathematics. Prior to developing the method, the researcher engaged with the theoretical literature as well as provides two forms of systematic reviews. The newly informed cross-age peer tutoring method was then tested on three schools, two of which adopted a pre-post-test quasi-experimental design and one took a single group pre-post-test design. All the schools applied an Interdependent Cross-Age Tutoring (ICAT) format for a period of 6 weeks, on the basis of a 30 minute session once a week. Mathematics head-teachers, facilitators, teachers and students were all trained in various aspects of ICAT. To capture and interpret the impact of the intervention, performance instruments were innovated for each school, together with various previously established attitude sub-scales. In order to measure implementation fidelity ICAT lesson materials were collected for most of the topics and each school received general as well as structured pair observations from the researcher. Also, in order to explore how different groups learned under ICAT the lesson materials of the higher performing tutees were compared to those of the lower performing tutees on various aspects. The findings were mixed, with one of the quasi-experimental design schools showing a highest effect size of 0.81 favoring the ICAT group. The impact of ICAT on important and broader processes of learning attitude variables, social as well as academic, are also discussed. Comparisons of lesson materials between higher performing tutees and lower performing tutees revealed that the highest performing tutees showed better implementation of an essential socio-interdependent aspect: setting a shared academic goal.
21
Jennings, Cheryl. "The Reading Together cross-age tutoring program and its effects on the English language proficiency and reading achievement of English language learners." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4696/.
Full textAbstract:
This dissertation provides research and data based on a study of cross-age tutoring and its effects on English language proficiency and English reading achievement of English language learners. The subjects for the study included native Spanish-speakers enrolled in third-grade bilingual classrooms in four elementary schools. The research study focused on the implementation of Reading Together, a cross-age tutoring program published by The Learning Together Company. The 30-session tutoring program is designed to help English-speaking students progress from decoding words to reading with fluency and comprehension through older students tutoring younger students in a one-to-one setting. This highly structured program is used to provide supplemental instruction to second and/or third-grade students. This study utilized a quantitative approach to compare the results of English language learners who participated in the Reading Together cross-age tutoring program and English language learners who did not participate in the program. A quasi-experimental design was used in the research study. In this design, the treatment group and the control group were selected using specific criteria. Both groups took a pretest and posttest, but only the treatment group received the intervention. The study also determined if there was a relationship between initial language levels and reading gains. The study concluded the following: 1. Cross-age tutoring might possibly be an effective instructional strategy to assist English language learners in improving their oral language proficiency in English. 2. Even though third-grade participants in the cross-age tutoring program did not demonstrate significantly different reading levels from students not participating in the program, cross-age tutoring may still be an instructional strategy to be used with English language learners to assist them in second language reading. 3. Students' initial English oral language proficiency level does correlate to the students' English reading level.
22
Chan, Suk-ye Susan, and 陳淑兒. "An investigation of the effectiveness of cross-age peer tutoring on writing in a Band 5 Anglo-Chinese school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957705.
Full text
23
Pratt, Megan S. "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1777.
Full textAbstract:
The purpose of this case study was to investigate the effects a service-learning tutorship had on the Social and Personal Responsibility Scale scores of middle school students identified as at risk for emotional and behavioral problems and enrolled in a one hour class that focused on social skills, self-management, and emotional resilience. Eight students identified through school-wide screening measures as at-risk for emotional and behavioral problems were involved in a pre/post quantitative survey, pre/post exploratory interviews, and a post focus group to analyze their level of growth in relation to social and personal responsibility. Currently, there is a limited amount of research identifying the influence service-learning has on students at risk for emotional and behavioral problems. This case-study found that service-learning is an effective tool at helping students increase their level of competence in relation to social and personal responsibility. Limitations of this study are addressed, suggestions for future research are noted, and implications for execution of future service-learning ventures are discussed.
24
Hamelberg, Lynne Louise. "Effects of a cross-age tutoring program on the sight word acquisition of elementary learning disabled tutees and on the self-concept of severe behavior handicapped adolescent tutors /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541710712.
Full text
25
Gray, Artis McChesney. "The effects of cross-age peer tutoring on writing and reading comprehension skills and attitudes and self- perceptions as writers of third and fourth grade students." FIU Digital Commons, 2000. https://digitalcommons.fiu.edu/etd/3827.
Full textAbstract:
The purpose of this study was to investigate the effects of cross-age peer writing response groups on the writing and reading achievement of third and fourth grade students. Students' attitudes about writing and their perceptions of themselves as writers were also measured at the end of the study.
One hundred and twenty-two third arid fourth grade students enrolled in a public school in a middle-class, mulit-cultural neighborhood participated in the study. Four existing classes of students were randomly assigned to either the experimental condition (EC) or the control condition (CC). Both groups were pretested and posttested for writing and reading achievement. The intervention, cross-age peer writing groups, met for eleven weeks.
Three hypotheses were examined in this study: (a) writing improvement score, (b) reading comprehension improvement score, and (c) students' attitudes toward writing and their perception of themselves as writers based on the five scales measured on the Writer Self-Perception Scale.
ANOVAs were done on the pretests and posttests for writing and the Stanford Achievement Test reading comprehension subtest scores for the year of the study and the previous year. ANOVAs were also done for the five areas of the Writer Self-Perception Scale. Crosstabulations were also used to compare improvement level verses treatment group, and grade level.
Analysis of the data revealed that there was no evidence that the tutoring (EC) groups made more progress than the non-tutoring (CC) groups in writing and reading. There was evidence of growth in writing, especially by the fourth graders. Most importantly, the fourth grade tutors, the experimental group, had the most positive feelings about writing and themselves as writers.
26
Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
Full textAbstract:
Magister Educationis - MEdSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
27
Chimbo, Bester. "Cooperative design of a cross-age tutoring system based on a social networking platform." Thesis, 2016. http://hdl.handle.net/10500/22754.
Full textAbstract:
In South Africa, many young children from poor social and economic backgrounds are cared for at home by parents or guardians who are themselves illiterate. This leads to poor educational outcomes later in life. Yet there are many privileged teenagers with access to mobile technologies who spend a greater portion of their spare time interacting on ubiquitous social media platforms. This presents an opportunity whereby the poor educational outcomes referred to previously could be addressed by applying a technology solution providing social media-based homework support by privileged teenagers to underprivileged younger children. However, most applications designed for use by children are designed by adults, with little understanding of the user requirements of the target end users. This research explores the following question: How can a cross-age tutoring system be designed for implementation on a social networking platform to support numeracy and literacy skill acquisition? The main contribution of this research was the definition of the Cooperative design by Children for Children (CD2C) Design Framework, a blueprint of how a cross-age tutoring system could be co-designed by children of different age groups and life circumstances. The CD2C Design Framework was derived as an abstraction of the second contribution of this research, the TitanTutor, an artifact designed using co-operative inquiry method and the Design Science Research approach. The third novelty of this research was contribution to Design Science Research theory, with the addition of new theory that states that cooperative design by children from different age groups and life circumstances is tempered by socio-environmental context and power relations between the co-design partners. This work provided important contributions to researchers in the areas of Cooperative Inquiry (CI), Human Computer Interaction (HCI), and Design Science Research (DSR). Future researchers could extend the CD2C Design Framework to make it even more abstract, thereby making it universally applicable to any co-design scenario.Computing
Ph. D. (Information Systems)
28
Udaka, Itsuko Jamie. "Cross-age peer tutoring in dialogic reading: Effects on the language development of young children." 2009. https://scholarworks.umass.edu/dissertations/AAI3380034.
Full textAbstract:
There are certain ways of reading to young children that are more effective than others in increasing language, vocabulary, and building early literacy skills. Dialogic reading is a method to enhance shared book reading by providing a context for dialogue and interaction between the adult and the child. Dialogic reading has been shown to have positive effects on young childrens’ early literacy and language skills. Thus far, parents and teachers have used these techniques in the home and school in one-on-one or small group settings. However, results have been variable due to inconsistent implementation. The purpose of this study was to examine the effects of implementing dialogic reading techniques in a preschool setting via cross age tutoring by fifth grade students. Students in preschool and fifth grade were recruited from a school in Eastern Maryland. Fifth graders served as tutors and were trained to use dialogic reading techniques with preschool students in the same school. The tutoring dyads met three times a week for 30 minutes for 8 weeks.
29
Thornton, Betty Jane. "The effects of cross-age tutoring on the achievement levels of thirty second graders and their tutors." 1994. https://scholarworks.umass.edu/dissertations/AAI9510544.
Full textAbstract:
This study examined the effects of cross-age tutoring on the reading achievement of thirty second graders and their tutors' levels of performance. Additionally, the study assessed whether the role of tutors raised the academic performance of those younger students in the tutoring program. Participants in the study were academically, economically, and socially deficient. This study involved African American students from an urban public school in an after school tutoring program for two months. The students were paired during the tutoring sessions. They were administered the Morrison-McCall Diagnostic Spelling Scale pretests and posttests. Analysis of variance was used to compare and assess the levels of performance of the tutored and untutored groups. Overall, participants in the cross-age tutoring study produced remarkable gains of mastery in their reading achievement performances. This achievement was determined through the use of the Morrison-McCall Diagnostic Spelling Scale Test, which was administered to all students prior to the beginning of the program and at the end of the tutoring sessions. The results indicated significant gains made by the tutored group of students. Students in the study improved their reading, spelling, writing and comprehension skills. The effects of cross-age tutoring on the achievement level of the tutored group was successful. The posttest findings regarding level of reading improvement were increased. The results were used to make recommendations relative to the efficacy of cross-age tutoring as an instructional strategy for improving and measuring the achievement levels of "underachieving" African American students. Previous findings suggested that cross-age tutoring programs have been a positive choice of intervention for underachieving students in some school districts. As a result of cross-age tutoring, students elevated (independent or in a group setting) their level of academic performances. Thus, the study determined that cross-age tutoring has provided students with the academic tools to "carry over" to the daily mastery of skills at school to enhance accomplishments.
30
Hsieh, Yu-Min, and 謝攸敏. "The Study of the Effects on the Cross-Age Tutoring Program For Middle-School Students with Severely Emotional Disorders." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/01622679353092891111.
Full textAbstract:
碩士國立彰化師範大學
特殊教育學系所
93
The study was designed to investigate the effects of cross-age tutoring program for middle school students with severely emotional disorders. The purpose of the study included three dimensions:(a)the improvement of the tutors’ positive social skills and their development of self-concept;(b) the learning effects of the tutees on spelling or writing English vocabulary;(c)the social validity of the cross-age tutoring program. The study used single-subject multiple probe across-behaviors design and A-B-A′ design. Two 9th-grade students at Kaohsiung junior high school with severely emotional disorders were trained as tutors. They were individually paired with two 8th-grade students with learning disabilities for eleven weeks. The independent variable of the study was the cross-age tutoring program. Prior to the tutoring program, two tutors were trained for 10 sessions to be able to structure the tutoring program. The tutor training program included social skills, prompting skills and helping skills. The dependent variables were the percentage change in targeted positive social skills and self-concept from the tutors, the percentage of correct English spelling or writing, and interviews or questionnaires for tutors, tutees, resource room teachers, and regular class teachers. Positive social skills of tutors included three target behaviors: interpersonal behaviors, self-related behaviors, and work-related behaviors. Major results of this study were as follows: (a) The students with severely emotional disorders did well in each training session, and expressed good teaching techniques and attitudes. This implies that the tutors training had a positive effect. (b) The cross-age tutoring program showed positive improvement on social skills of the tutors with severely emotional disorders. (c) The cross-age tutoring program showed positive improvement on the self-concept of the tutors with severely emotional disorders (d) The cross-age tutoring program resulted in great improvement in the tutees’ ability to learn English. (e) The cross-age tutoring program showed positive evaluation on tutors, tutees, resource room teachers, and regular class teachers.
31
Huang, Ying-yuan, and 黃映源. "The Effects of the Cross-age Peer Tutoring Program on English Learning Performance and Learning Attitude of Elementary School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/43519417877837427723.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
97
Cross-age peer tutoring is not a new notion but has not yet extensively used in English learning. Therefore, this study aims to investigate the impacts of the cross-age peer tutoring program on the EFL English learners’ performance and their attitude toward English learning, and further to probe into the feedback from the tutors and tutees to the program. This study was a quasi-experimental study, in which participants were ten 3rd-grade English low achievers who needed the remedial instruction and ten higher graders who performed well in English learning and volunteered to get engaged in the experiment. During the intervention of the experiment, the ten 3rd-grade tutees received the cross-age peer tutoring program three times per week for twelve weeks, 120 minutes per week. Research data were collected through the pretest and posttest of English learning performance, attitude questionnaires, and individual interviews. Data were analyzed with descriptive statistics and paired-sample t-test. The study results suggested that cross-age peer tutoring could facilitate tutees’ English learning performance significantly and could promote tutees’ English learning attitude effectively. Furthermore, cross-age peer tutoring could help the tutors obtain higher English proficiency and enhance their self-concept in English learning. Finally, based on the findings, some suggestions for pedagogical implications and future studies are proposed.
32
Daniels, Laverne Jones. "The effects of a cross-age reading tutorial program Hispanic students who are not proficient in reading tutored by non Hispanic students who are proficient in reading /." 2004. http://www.lib.ncsu.edu/theses/available/etd-10262004-212526/unrestricted/etd.pdf.
Full text