Relevant bibliographies by topics / Tutor Development

Academic literature on the topic 'Tutor Development'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Tutor Development"

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Aleven, Vincent, Bruce M. McLaren, Jonathan Sewall, Martin van Velsen, Octav Popescu, Sandra Demi, Michael Ringenberg, and Kenneth R. Koedinger. "Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers." International Journal of Artificial Intelligence in Education 26, no. 1 (February 10, 2016): 224–69. http://dx.doi.org/10.1007/s40593-015-0088-2.

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de Tychey, Claude, Joëlle Lighezzolo-Alnot, Philippe Claudon, Salomé Garnier, and Nadine Demogeot. "Resilience, Mentalization, and the Development Tutor." Rorschachiana 33, no. 1 (January 2012): 49–77. http://dx.doi.org/10.1027/1192-5604/a000027.

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The present article first theoretically defines the term “resilience” from the clinical psychoanalytic standpoint, in view of differentiating normal development from pathological development following trauma. It then formalize two essential processes underlying resilience: mentalization and the ability to identify a developmental tutor . We studied two Romanian 12-year-old twin girls who exhibit opposing adaptations following multiple, cumulative traumas (premature birth, early severe deficiencies, parental maltreatment, parental abdication and abandonment). The study is a projective clinical study that uses a pluridimensional methodology (interviews, storytelling test, Rorschach test, and house-drawing test). The clinical data obtained clearly demonstrate the importance of two major axes in accounting for resilience or maladjustment in the face of trauma.
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Miller-Sims, Vanessa C., and Sarah W. Bottjer. "Development of neural responsivity to vocal sounds in higher level auditory cortex of songbirds." Journal of Neurophysiology 112, no. 1 (July 1, 2014): 81–94. http://dx.doi.org/10.1152/jn.00484.2013.

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Like humans, songbirds learn vocal sounds from “tutors” during a sensitive period of development. Vocal learning in songbirds therefore provides a powerful model system for investigating neural mechanisms by which memories of learned vocal sounds are stored. This study examined whether NCM (caudo-medial nidopallium), a region of higher level auditory cortex in songbirds, serves as a locus where a neural memory of tutor sounds is acquired during early stages of vocal learning. NCM neurons respond well to complex auditory stimuli, and evoked activity in many NCM neurons habituates such that the response to a stimulus that is heard repeatedly decreases to approximately one-half its original level (stimulus-specific adaptation). The rate of neural habituation serves as an index of familiarity, being low for familiar sounds, but high for novel sounds. We found that response strength across different song stimuli was higher in NCM neurons of adult zebra finches than in juveniles, and that only adult NCM responded selectively to tutor song. The rate of habituation across both tutor song and novel conspecific songs was lower in adult than in juvenile NCM, indicating higher familiarity and a more persistent response to song stimuli in adults. In juvenile birds that have memorized tutor vocal sounds, neural habituation was higher for tutor song than for a familiar conspecific song. This unexpected result suggests that the response to tutor song in NCM at this age may be subject to top-down influences that maintain the tutor song as a salient stimulus, despite its high level of familiarity.
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d’Arripe-Longueville, Fabienne, Christophe Gernigon, Marie-Laure Huet, Marielle Cadopi, and Fayda Winnykamen. "Peer Tutoring in a Physical Education Setting: Influence of Tutor Skill Level on Novice Learners’ Motivation and Performance." Journal of Teaching in Physical Education 22, no. 1 (October 2002): 105–23. http://dx.doi.org/10.1123/jtpe.22.1.105.

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Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.
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Rylov, A. N., and N. V. Solovova. "Tutor activity in the system of education." Vestnik of Samara University. History, pedagogics, philology 28, no. 4 (January 5, 2023): 71–77. http://dx.doi.org/10.18287/2542-0445-2022-28-4-71-77.

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The purpose of the article is determined by the increasing importance and necessity of tutor activity in the context of digital transformation in education system, also in the educational process of students with disabilities. The article provides a retrospective analysis of tutor activity overseas and in national education system. Authors consider different approaches to the definition of the tutors concept and the content of tutor activity at various historical stages, changing of the tutors role in the conditions of institutional and social changes in society, methodological aspects at organization of different types of education. The article highlighted the main problems of professional training of tutors and prospects for the development of tutor activity
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Latyshev, Andrey S. "THE TUTOR'S COMPETENCE MODEL – DEVELOPMENT AND IMPLEMENTATION IN A MODERN RUSSIAN UNIVERSITY." Herald of Omsk University. Series: Economics 18, no. 1 (July 7, 2020): 99–110. http://dx.doi.org/10.24147/1812-3988.2020.18(1).99-110.

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Abstract. In the current conditions of explosive development of information technologies in education, rapid obsolescence of knowledge, "death" of entire segments of professions and in¬creasing local and global competition for talent, the problem of developing and implementing a modern, competitive individual educational trajectory (IET) of students comes to the fore. Among the tools and organizational approaches designed to solve this problem, the task of forming, developing and improving the institute of tutors is highlighted. In the deep and extensive academic discussion that has developed in recent years around tutoring, the topic of tutor support at the university stands out. However, at the moment, this part of the discussion does not put an end to one of the most important issues for the organization of work of this category of aca¬demic staff – that there is a model of competence of a tutor at the university. The relevance of this issue is also confirmed by the absence of a separate professional standard of tutoring, which is certainly necessary in higher education organizations. Today, the standard "specialist in the field of education" includes only a generalized function – "tutor support of students". The article analyzes various approaches and views on the model of tutors' competencies in higher education. A working model of the competencies of this professional group is presented on the example of a modern Russian university that has successfully implemented the concept of an individual educational trajectory in its activities. There are described practical approaches and solutions for using the above model in the processes of attracting, evaluating, training and developing tutors at the university. The prospects for further development and scaling of the tutor competence model in other universities of the Russian Federation are considered. As a result of the research, new models and algorithms for the formation of tutor competencies are proposed, which can be used for scaling and implementation in higher education. This research and its results may be of interest to the management of higher education institutions, representatives of services and departments responsible for the development of new educational technologies and improving the quality of human capital of higher education institutions.
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Cheung, P. "The development of the tutor-librarian post." Health Libraries Review 5, no. 2 (June 1988): 132–33. http://dx.doi.org/10.1046/j.1365-2532.1988.5201247.x.

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Bogunia, Karolina. "Współczesny nauczyciel tutor." Pedagogika Przedszkolna i Wczesnoszkolna, no. 1 (19) (June 2022): 7–13. http://dx.doi.org/10.4467/23537159ppw.22.002.16862.

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Modern teacher-tutor The article deals with the topics of changes in education and training. Tutoring is becoming an increasingly popular form of working with students. The main aim of the article is to show the relationship between the work of a teacher and tutor. The author lists the features of a good teacher and tutor and persuades to introduce elements of tutoring in schools as a development opportunity for both the teacher and students.
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Tyumaseva, Zoya Ivanovna, Irina Leonidovna Orekhova, Elena Borisovna Bistray, Boris Alexandrovich Artemenko, and Elena Alexandrovna Chelnokova. "Determinants of students’ healthy lifestyle development." Samara Journal of Science 8, no. 1 (February 28, 2019): 307–13. http://dx.doi.org/10.17816/snv201981317.

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The paper focuses on the importance of a healthy lifestyle development among students, which is reflected in the Concept of Health System Development in the Russian Federation until 2020. The authors identify the determinants of a healthy lifestyle development, which include: spatial-environmental, motivational-reflexive, activity-methodical, tutor-project determinants. These determinants are interrelated; it provides an increase in the efficiency of a healthy lifestyle development among students. In the field of activity-methodical determinant the authors consider problems of practice-oriented training of teachers. The results of a survey among students and teachers show that students are not ready to accept the values of a healthy lifestyle while teachers are not ready to use health-saving technologies. In this regard, the authors have developed and tested a program for improving teachers qualifications in the field of health preservation, contributing to the development of skills to apply health saving technologies. The tutor-project determinant determines a functional field of the tutor in project activities of students aimed at health preservation.
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Podpliota, Svitlana. "Tutoring Support as an Important Component of the Educational Process in the Context of the Development of Information and Communication Technology." Ukrainian Journal of Educational Studies and Information Technology 5, no. 3 (September 30, 2017): 84–91. http://dx.doi.org/10.32919/uesit.2017.03.08.

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There are a lot of significant structural changes in almost all higher educational institutions in Ukraine due to time requirements. Accession to a single European space, new educational standards requires the revision and expansion of the content of pedagogical activities, functions and roles implemented by educators. Students are granted the rights and opportunities for the most complete satisfaction of individual educational requests. There was a need to review the ideas about the content of teaching activities and the emergence of new positions. In recent years, scientists have been actively discussing the introduction the position of the tutor in the education system. The term «tutor» came to us from classical universities in Great Britain and extended the notion of «teacher». Tutors became widespread, especially in the context of the gradual integration of Ukraine into the European educational space. Tutor is a historically established special pedagogical position that provides the development of individual educational programs, the potential of each student and prepares him for a changing life. Tutor controls not only student’s study, but also his behavior, way of life, attending classes, rest, appearance, etc. Tutor while working with student transmits a variety of techniques and rules for mastering new knowledge. However, learning is impossible without the use of ICT. Therefore, it is not enough for tutor to use only traditional technologies of education and upbringing. After all, without the use of computer it is difficult to satisfy the individual requests of each student. So tutors need to know the possibilities of the Internet navigate the pedagogical network communities, use innovative pedagogical technologies to increase the students’ interest in learning and activating their cognitive activity. Indeed, nowadays it is difficult to imagine a learning process without the use of modern technology. Thus, information and communication technologies should become reliable assistants of the tutor to the new conditions of life and professional activity in the information society. Application of information and communication technologies in tutoring practices is considered as an innovative approach in building the process of training and preparing students for professional activities. This is due to the fact that the computerization and application of modern information and communication technologies is an opportunity that will help to create a new system of education. Information and communication technology at the university is not a trend, but a modern necessity. They must become an integral part of the educational process. Therefore, the modern tutor must be able to work with new means of education, at least in order to ensure one of the most important rights of the student − the right in qualitative education. Consequently, in the process of tutor’s support various information and communication technologies can be used to maximize the optimization of tutor activity.
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Dissertations / Theses on the topic "Tutor Development"

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Hutchins, Marilyn K. "Formative development of a parent tutor program." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54200.

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The procedural problem of this action research study was to develop a parent tutor program to teach parents how to work more effectively with the homework process. The review of literature examined (a) parent involvement, (b) parent education, (c) homework, and (d) curriculum development. A formative evaluation methodology involved four phases: (a) development, (b) implementation, (c) assessment, and (d) revision. The researcher used two curriculum software packages, Peaks CourseBuilding Software and PEAKSolutions LessonBuilding Software™. developed by PEAKSolutions and Vogler in 1989, to prepare a curriculum resource guide containing leader (counselor) guidelines, syllabus, and nine lesson plans. A foundation was provided by a selfhelp book on minimizing the homework hassle entitled Parents as Tutors, written by Vogler and Hutchins in 1988. Six elementary counselors formed an advisory panel to provide formative evaluation/validation of the program during the development and revision phases. The subjects were groups of parents who volunteered to participate in parent tutor groups at three elementary schools in southwest Virginia. Four instruments were designed and used in the formative evaluation process. One was a questionnaire completed by the advisory panel. The others were completed by the participants at the beginning, during, and at the end of the parent education groups. All parents who completed the parent tutor program indicated they experienced positive involvement in the homework process for themselves as well as benefits for their children. Conclusions related to parent participant goals for and problems with the homework process, reasons for parent group attrition, leader role and parent group strategies, and the importance of evaluative data. Recommendations were provided for parent tutor groups and future research. A counselor oriented parent tutor curriculum resource guide including a syllabus and nine comprehensive lesson plans with fieldtested revisions are included in the dissertation.
Ed. D.
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Jeter, Andrew L. "High school peer tutor alumni research project." Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242959.

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This study examines the perceived intellectual and dispositional takeaways for high school alumni who had been peer tutors in their secondary context. The research question which drove this study was, “What abilities, values, and skills do tutors develop from their experience as peer tutors and how, if at all, have they used those abilities, values, and skills in their lives beyond high school?” The findings come from the completed surveys of 63 high school tutor alumni who all tutored at a large, public suburban high school with a diverse population, and who represent a cross-section of the school’s population. The survey was adapted from one made available by the Peer Writing Tutor Alumni Research Project (PWTARP), a national project which seeks to better understand the developmental process of students who engage in the work of peer tutoring during their undergraduate university experience. I collected this data between 2010 and 2013 in my role as the program coordinator and although I knew these tutors very well, their responses were anonymous. Participants named 25 skills, abilities, and values they developed. Participants also indicated, through the survey’s four Likert-scale questions, that they found their tutor experiences were important or influential to their development after high school. This study used the grounded theory method of initial and focused coding for analysis of the data generated by the survey’s open-ended responses. These responses generated 180 pages of text. During the analysis 132 initial codes were applied to 2,231 excerpts from the survey responses. The 132 initial codes were grouped into 34 focused codes. These focused codes were further consolidated into 11 categories that describe the learned skills, innate abilities, and developed values of respondents. These analytic categories are descriptive in nature and constitute the major findings of this study. These categories include writing, reading, collaboration, adaptability, patience, perseverance, confidence, maturity, leadership, bravery, and joie de vivre.

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Turner, Terrence E. "The assistment builder a tool for rapid tutor development." Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-011106-070108/.

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Turner, Terrence E. "The Assistment Builder: A tool for rapid tutor development." Digital WPI, 2006. https://digitalcommons.wpi.edu/etd-theses/56.

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Intelligent Tutoring Systems are notoriously costly to construct, and require PhD level experience in cognitive science and rule based programming. The purpose of this research was to ease the development process for building pseudo-tutors. Pseudo-tutors are ITS constructs that mimic cognitive tutors but are limited in that they only apply to a single problem. The Assistment Builder is a tool designed to rapidly create, test, and deploy simple pseudo-tutors. These tutors provide a simplified cognitive model based upon a state graph designed for a specific problem. These tutors offer many of the features of rule-based tutors, but with shorter creation time. The system simplifies the process of tutor creation to allow users with little or no ITS experience to develop content. The system provides a web-based interface as a means to build and store these simple tutors we have called Assistments. This paper describes our attempt to make the process of developing, testing, and deploying content easy for teachers. We present data to suggest that users can develop a tutor that can be released to students in approximately an hour.
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Grundling, Gertruida Jeanette. "The role of tutor development in a flexible learning system." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52022.

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Thesis (MPhil)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the implementation of the Integrated Learner Centred Distance Learning (ILCDE) model. This model implied the establishment of regional offices as well as the implementation of a tutor system. The tutor system implied the appointment of tutors at the different regional offices. In an attempt to take the distance out of distance learning the following functions of tutors were identified: • Telephone tutoring • Conducting contact sessions • Assessing assignments The focal point of this study was tutor development within a flexible learning system as no structured learning programmes for tutors exist at TSA. The purpose was to investigate and analyse the learning needs of tutors in a flexible learning system. Various critical questions stimulated this study. However, the following three questions formed the basis of this study: • What is the role of training and development in the tutor system? • Do tutors have a need for continuing professional learning programmes? If so, what . should the nature of such learning programmes be? • What should the criteria be to evaluate and monitor the development oftutors? A qualitative research approach was followed and the data was obtained by means of interviews and participative observation sessions. The subjects of the study were the tutors of the Subject Group: Management Leadership: Policing appointed for the registration period May 1998 - May 1999. One of the conclusions of the study was that the following processes regarding the tutor system need attention: • Recruitment and selection • Interviewing and appointment • Job descriptions • Orientation, training and development programmes • Evaluation and monitoring programmes • Role clarification • Marketing strategy The following recommendations were formulated: • A guide for the recruitment and appointment processes of its tutors should be compiled. • An assessment of the support needs of learners should be performed. • Establishing a continuing professional learning unit should be considered. • A proposal for learning interventions for continuing professional learning should be developed.
AFRIKAANSE OPSOMMING: DIE ROL VAN TUTORONTWIKKELING IN 'N PLOOffiARE LEERSTELSEL Die Technikon Suider-Afrika het sy rol as afstandsonderriginstansie gedefinieer toe die Geïntegreerde Leergesentreerde Afstandsonderrigmodel (lLeD£) geïmplementeer is. Hierdie model het die daarstelling van streekkantore asook die implementering van 'n tutorstelsel veronderstel. Die tutorstelsel het die aanstelling van tutors by die onderskeie streekkantore tot gevolg gehad. Om die afstand uit afstandsonderrig te haal, is die volgende drie funksies van tutors geïdentifiseer: • Telefoonbegeleiding • Fasilitering van kontaksessies • Assessering van werkopdragte Die fokuspunt van hierdie studie was tutorontwikkeling binne 'n plooibare leerstelsel, aangesien geen gestruktureerde leerprogramme vir tutors by TSA bestaan nie. Die doel was om die leerbehoeftes van tutors in so 'n plooibare leerstelsel te ondersoek en te ontleed. Verskeie kritiese vrae het aanvanklik hierdie studie gestimuleer, maar die volgende drie vrae het die basis van die studie gevorm: • Wat is die rol van opleiding en ontwikkeling in die tutorstelsel? • Is daar 'n behoefte aan deurlopende professionele leerprogramme? Indien ja, wat behoort die aard van die programme te wees? • Wat behoort die kriteria te wees om die ontwikkeling van tutors te evalueer en te monitor? 'n Kwalitatiewe navorsingsbenadering IS gevolg en die data IS deur middel van onderhoudvoering en deelnemende waarnemingsessies ingesamel. Die tutors wat aangestel is vir die registrasietydperk Mei 1998 - Mei 1999, van die Vakgroep: Bestuursleierskap: Polisiëring is vir die studie gebruik. Een van die gevolgtrekkings van die studie IS dat die volgende prosesse lil die daarstelling van die tutorstelsel aandag vereis: • Werwing en keuring • Onderhoudvoering en aanstelling • Posbeskrywings • Oriënterings-, opleidings- en ontwikkelingsprogramme • Evaluerings- en moniteringsprogramme • Roluitklaring • Bemarking Die volgende aanbevelings is geformuleer: • 'n Handleiding vir die werwing en keuring van tutors behoort saamgestel te word. • 'n Behoeftebepaling van die ondersteuningsbehoeftes van die leerders behoort gedoen te word. • Die vestiging van 'n deurlopende professionele leereenheid behoort oorweeg te word. • 'n Voorstel vir leerintervensies vir personeelontwikkeling behoort ontwikkel te word.
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Krist, Nicole. "Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing." Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930955.

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This qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with the essential skills needed to pass the end-of-the-year standardized test. Four elementary teacher tutors from three northern Georgia school systems participated in the study. The teacher tutors were chosen by using recommendations from the system’s Title I leader or the individual school principal or the after-school program coordinator. Once the four participants were chosen, a timeline of interviews and observations was established. Vygotsky’s zone of proximal development (ZPD) formed the foundation of the conceptual framework for this study. This centered on determining the appropriate level of instruction for cognitive development in order to assist students to move beyond what they process themselves with guidance from a more capable person. Three interviews and six observations were completed for each of the four participants. Field notes were taken during observations and lesson plans were collected. Information obtained through interviews with the participants revealed three overall themes: teaching experience commonalities, a place for standardized testing, and a need for after-school tutoring programs. Findings suggested that all four of the participants felt supported as they implemented their after-school tutoring sessions with the goal of making each one of their students more successful learners in all aspects of their lives, not solely for the end-of-the-year standardized test.

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Cobb, Thomas Michael. "From Concord to Lexicon, development and test of a corpus-based lexical tutor." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25913.pdf.

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Sims, Jason. "THE DEVELOPMENT OF A DISMOUNTED INFANTRY EMBEDDED TRAINER WITH AN INTELLIGENT TUTOR SYSTEM." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3636.

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The dismounted infantry system is a man wearable system with intelligent tutoring tool used to assess training. The tasks used to assess training for the intelligent tutoring were: (1) move as a member of a fireteam, (2) enter and clear a room, and (3) report battlefield information. The soldier wearing the simulation system acts as a member of a fireteam to conduct a virtual mission. The soldier's teammates are computer generated entities to conduct the mission. Soldiers were surveyed on the tasks assessed as well as the features of the system. Soldiers were also surveyed on tasks they felt needed to be added to the tutoring functions of the system. The intelligent tutor system and training in virtual reality was generally accepted by the participants. The general consensus was the technology needed additional refinement to provide a better training environment. Most felt that working with Semi-Automated Forces (SAF) entities made the scenario more difficult to execute. The parameters established for successful completion of the movement and reporting tasks were too strict and hindered the experience for the participant. Locomotion is another aspect that deserves further research. Moving the locomotion controls to the feet would free the soldier from having to accomplish multiple tasks with only two hands. Future research should concentrate on locomotion methods and controls, as well as only using human participants for all unit members.
M.S.
Arts and Sciences
Modeling and Simulation
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Bell, Katrina. "TEACHER, TUTOR, SCHOLAR, ADMINISTRATOR: PREPARATION FOR AND PERCEPTIONS OF GRADUATE WRITING CENTER WORK." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1620.

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This research uses a mixed methods approach to explore the both the preparation for and perceptions of graduate consultant writing center work. A review of literature shows a gap in both the knowledge surrounding graduate writing consultant education and the long-term outcomes or transfer of writing center training and work to post-graduate careers. The survey instruments in this study draw from two established studies, the Peer Writing Tutor Alumni Research Project and the National Census of Writing, while a request for curricular artifacts draws on case study research conducted by Jackson et al. Findings indicate that graduate consultants are being prepared for their work in writing centers, but that directors are not intentionally including discussions of how that work may transfer into academic careers, particularly those in writing center leadership. Despite this, current and alumni graduate consults report both immediate and long-term transfer of writing center experiences, skills, and knowledge into their occupations. The transfer of learning is perceived as being most profound for those who have remained in the academy as either professors or administrators. This research has implications for graduate students, directors, and institutions, and I conclude with an analysis of how directors can be more intentional in their work with graduate consultants in order to better prepare a new generation of writing center administrators who are aware of the academic, political, and scholarly opportunities that are possible through writing center careers.
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Cordova, Lucas Pascual. "Development and Validation of Feedback-Based Testing Tutor Tool to Support Software Testing Pedagogy." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31749.

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Current testing education tools provide coverage deficiency feedback that either mimics industry code coverage tools or enumerates through the associated instructor tests that were absent from the student’s test suite. While useful, these types of feedback mechanisms are akin to revealing the solution and can inadvertently lead a student down a trial-and-error path, rather than using a systematic approach. In addition to an inferior learning experience, a student may become dependent on the presence of this feedback in the future. Considering these drawbacks, there exists an opportunity to develop and investigate alternative feedback mechanisms that promote positive reinforcement of testing concepts. We believe that using an inquiry-based learning approach is a better alternative (to simply providing the answers) where students can construct and reconstruct their knowledge through discovery and guided learning techniques. To facilitate this, we present Testing Tutor, a web-based assignment submission platform to support different levels of testing pedagogy via a customizable feedback engine. This dissertation is based on the experiences of using Testing Tutor at different levels of the curriculum. The results indicate that the groups using conceptual feedback produced higher-quality test suites (achieved higher average code coverage, fewer redundant tests, and higher rates of improvement) than the groups that received traditional code coverage feedback. Furthermore, students also produced higher quality test suites when the conceptual feedback was tailored to task-level for lower division student groups and self-regulating-level for upper division student groups. We plan to perform additional studies with the following objectives: 1) improve the feedback mechanisms; 2) understand the effectiveness of Testing Tutor’s feedback mechanisms at different levels of the curriculum; and 3) understand how Testing Tutor can be used as a tool for instructors to gauge learning and determine whether intervention is necessary to improve students’ learning.
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Books on the topic "Tutor Development"

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McKelvy, Michael. Delphi 2 tutor. Indianapolis, IN: Que, 1996.

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Association, Research and Education, ed. GED math test tutor. Piscataway, N.J: Research & Education Association, 2014.

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Keenan, Frank. A Vienna Development Method (VDM) Tutor developed in Authorware. (s.l: The Author), 1996.

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Read, Simon. Personal development via the outdoors: Complete course and tutor guide. Coleford, Glos: Pinnacle Publications, 1993.

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Levy, Caren. Towards gender-aware provision of urban transport: [tutor notes]. Brighton, England: Institute of Development Studies, University of Sussex, 1990.

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Moser, Caroline O. N. Towards gender-aware housing policy and practice: [tutor notes]. Brighton, England: Institute of Development Studies, University of Sussex, 1990.

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Technology subject tutor development (1993 Runnymede). Report of two days technology subject professional tutor development, 8th and 14th July 1993 at the Runnymede Campus. Runnymede: Brunel University, 1993.

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Clarke, Aileen. Tutor competencies for open learning: Based on a report of a research project carried out on behalf of the Trainer Development Section of the MSC. Sheffield: MSC, 1986.

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Kaiser, Hans E., ed. Comparative Aspects of Tumor Development. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1091-1.

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Donnelly, Roísín Catherine-Anne. A study to investigate the planning and development stages of an interactive computerised information technology tutor (ICITT) to aid the learning of students in third level education who are inexperienced in the subject area. [S.l: The author], 1996.

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Book chapters on the topic "Tutor Development"

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Fu, Xiu Hui, Li Ping Fan, and Shu Li Ouyang. "Information Specialty Experiment Remote Tutor System Development and Application." In Communications in Computer and Information Science, 338–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27452-7_46.

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Eliot, Christopher, and Beverly Park Woolf. "Iterative development and validation of a simulation-based medical tutor." In Intelligent Tutoring Systems, 540–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61327-7_153.

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da Silva Lewandowski, Franciele, and Adriana Soares Pereira. "The Development of Educational Games Supported by a Pedagogical Tutor Agent." In Education and Technology for a Better World, 169–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_18.

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Ganapathy, Priya, Ion Juvina, Tejaswi Tamminedi, Gautam Kunapuli, Matt Sherwood, and Mohd Saif Usmani. "Development of a Smart Tutor for a Visual-Aircraft Recognition Task." In Foundations of Augmented Cognition, 583–94. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20816-9_56.

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Di Mitri, Daniele, Jan Schneider, and Hendrik Drachsler. "The Rise of Multimodal Tutors in Education." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_58-1.

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AbstractThis chapter describes the insights derived by the design and development of the Multimodal Tutor, a system that uses artificial intelligence for providing digital feedback and to support psychomotor skills acquisition. In this chapter, we discuss the insights which we gained from eight studies: (1) an exploratory study combining physiological data and learning performance (Learning Pulse); (2) a literature survey on multimodal data for learning and a conceptual model (the Multimodal Learning Analytics Model); (3) an analysis of the technical challenges of Multimodal Learning Analytics (the Big Five Challenges); (4) a technological framework for using multimodal data for learning (the Multimodal Pipeline); (5) a data collection and storing system for multimodal data (the Learning Hub); (6) a data annotation tool for multimodal data (the Visual Inspection Tool); (7) a case study in Cardiopulmonary Resuscitation training (CPR Tutor) consisting of a feasibility study for detecting CPR mistakes; and (8) a real-time feedback study.
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Di Mitri, Daniele, Jan Schneider, and Hendrik Drachsler. "The Rise of Multimodal Tutors in Education." In Handbook of Open, Distance and Digital Education, 1037–56. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_58.

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AbstractThis chapter describes the insights derived by the design and development of the Multimodal Tutor, a system that uses artificial intelligence for providing digital feedback and to support psychomotor skills acquisition. In this chapter, we discuss the insights which we gained from eight studies: (1) an exploratory study combining physiological data and learning performance (Learning Pulse); (2) a literature survey on multimodal data for learning and a conceptual model (the Multimodal Learning Analytics Model); (3) an analysis of the technical challenges of Multimodal Learning Analytics (the Big Five Challenges); (4) a technological framework for using multimodal data for learning (the Multimodal Pipeline); (5) a data collection and storing system for multimodal data (the Learning Hub); (6) a data annotation tool for multimodal data (the Visual Inspection Tool); (7) a case study in Cardiopulmonary Resuscitation training (CPR Tutor) consisting of a feasibility study for detecting CPR mistakes; and (8) a real-time feedback study.
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Stevens, Ron, Amy Soller, Melanie Cooper, and Marcia Sprang. "Modeling the Development of Problem Solving Skills in Chemistry with a Web-Based Tutor." In Intelligent Tutoring Systems, 580–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_55.

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Banfalvi, Gaspar. "Tumor Development." In Homeostasis - Tumor - Metastasis, 151–209. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7335-6_4.

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Ribatti, Domenico. "Anti-angiogenic Cancer Therapy: Development of Resistance." In Tumor Angiogenesis, 313–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-33673-2_11.

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Ribatti, Domenico. "Anti-Angiogenic Cancer Therapy: Development of Resistance." In Tumor Angiogenesis, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31215-6_11-1.

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Conference papers on the topic "Tutor Development"

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Mendoza, Antonette, Sue Wright, and David Shallcross. "‘Teach the teacher’: Design and evaluation of a professional teaching development program." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9385.

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A significant aspect of engineering education is the tutorial experience. This article describes the development and evaluation of a Tutor Development Program delivered within a School of Engineering in one of Australia’s leading universities. The paper presents a novel framework for an extended tutor professional development program that fosters interactive ways of engaging students. Evaluation of the program involved feedback from participating tutors, their students and the program facilitator. Our results show that tutors found the program extremely useful and, in turn, their students responded positively to the strategies tutors implemented. Observations by the program facilitator support these findings. We argue that an extended professional development program that facilitates active engagement is a crucial component in engineering education.
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Abdullah, Syaharom, Harshita Aini Haroon, Sharmini Abdullah, Rozilawati Mahadi, and Muhamed Elshaikh Elobaid Said Ahmed. "ANYWHERE, EVERYWHERE, TIMELESS E-TUTOR." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0182.

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Sáez-Fernández, Maria Dolores, Pilar Escobar, Manuel Marco-Such, and Gustavo Candela. "TUTOR-BOTS: A CONVERSATIONAL CHATBOT FOR EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2175.

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"THE VIRTUAL TUTOR - Development of a Virtual Tutor within a Simulated Working Environment." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003966601910194.

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Poli, Corrado, Ian Grosse, and Beverly Woolf. "Multimedia-Based Active Tutors: A New Approach to Teaching Design for Manufacturing." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dfm-8957.

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Abstract This paper describes multimedia based manufacturing tutors currently under development at the University of Massachusetts Amherst. The purpose of these tutors to assist the user in better visualizing and understanding the relationship between part design and the ease or difficulty of creating the tooling needed to produce the part. Evaluation of these tutors by both freshman and junior engineering students is discussed as well. A finite element analysis tutor, also under development, is briefly described.
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González-Guerra, Luis Humberto, and Armandina Juana Leal-Flores. "TEAMWORK BASED LEARNING: USING AN AUTOMATIC TUTOR IN PROGRAMMING COURSES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0041.

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Solovyova, Elena, Nadezhda Pomortseva, and Tatiana Morozova. "THE ROLE OF ACADEMIC TUTOR IN PROFESSIONAL ADAPTATION OF UNIVERSITY STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1075.

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Costa, Ana Filipa, and Orlando Belo. "USING PROFILING FOR HELPING THE TEACHING OF PORTUGUESE WITH AN ARTIFICIAL TUTOR." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2189.

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Vaz, Miguel, Holger Brandl, Frank Joublin, and Christian Goerick. "Learning from a tutor: Embodied speech acquisition and imitation learning." In 2009 IEEE 8th International Conference on Development and Learning. IEEE, 2009. http://dx.doi.org/10.1109/devlrn.2009.5175543.

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Alves, Anabela C., Francisco Moreira, Celina P. Leão, and Senhorinha Teixeira. "Tutoring Experiences in PBL of Industrial Engineering and Management Program: Teachers vs Students." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71306.

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Teamwork tutors are one of the characteristic elements of the Project-Based Learning (PBL) methodology. PBL is considered to be an active learning methodology that involves the students in their own learning, by promoting the development of a large interdisciplinary project. The project runs typically over one full semester, or longer, and it is supported by a number of Project Supporting Courses (PSC) that teach and also applies its own contents aligned with project objectives. A set of activities, tasks and milestones are planned for each team so that the project objectives are accrued, with the aid of a tutor that follows the normal development and reports on its progress. This paper discusses the role of the tutor from both sides: students’ and teachers’ tutors, and students in their first year of the Integrated Master in Industrial Engineering and Management program at the University of Minho. A total of thirteen tutors (four teachers and nine third year students) tutored six teams of students. Two on-line questionnaires were used to collect: 1) the perspectives of the tutored students with a total of 38 questions; 2) the perspectives of the tutors with a total of 22 questions. It was interesting to note that almost all students that answered to the questionnaire enjoyed having an older student tutoring them. The students’ tutors also enjoyed and they all had a good tutorship experience, being a special opportunity to help the first year colleagues.
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Reports on the topic "Tutor Development"

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KALUGINA, N., and N. BELAN. FORMATION AND DEVELOPMENT OF PROFESSIONAL SUBJECTIVITY OF STUDENTS IN THE EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-40-47.

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The author presents the results of a study of the resourcefulness of the educational environment of the Far Eastern Federal University from the perspective of a subjective approach, which involves students’ awareness and acceptance of the availability of objective resources, and concludes that there is a need for tutor support of their educational and practical activities.
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Research, Gratis. The New Field of Ferroptosis Research: Ongoing Developments and Future Outlook. Gratis Research, March 2021. http://dx.doi.org/10.47496/gr.blog.12.

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Although some experiments have found some proteins that play a regulatory role in ferroptosis, it is still expected to find specific markers for the occurrence of ferroptosis, creating new opportunities for tumor diagnosis and therapeutic intervention
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Strayer, David S. Mammary Tumor Development: Stromal-Epithelial Interactions in Oncogenesis. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada382595.

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COnti, Claudio J. Studies of Prostate Tumor Development via Cre/LoxP Technology. Fort Belvoir, VA: Defense Technical Information Center, May 2002. http://dx.doi.org/10.21236/ada407387.

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Conti, Claudio J. Studies of Prostate Tumor Development via Cre/LoxP Technology. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada435229.

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Moser, Amy R. Identification of Genes Controlling Mammary Tumor Development and Progression. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada416094.

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Conti, Claudio J. Studies of Prostate Tumor Development via Cre/LoxP Technology. Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada416737.

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Nunez, Gabriel. Role of APAf-1Caspase-9 Pathway in Breast Tumor Development. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada412147.

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Tweten, Rodney K. Development of a Novel, Proteinase-Activated Toxin Targeting Tumor Neovascularization. Fort Belvoir, VA: Defense Technical Information Center, October 1999. http://dx.doi.org/10.21236/ada391517.

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Tweten, Rodney K. Development of a Novel, Proteinase-Activated Toxin Targeting Tumor Neovascularization. Fort Belvoir, VA: Defense Technical Information Center, October 1998. http://dx.doi.org/10.21236/adb249654.

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