Relevant bibliographies by topics / Tutors

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Tutors'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Tutors"

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Velasco, Jonathan B., and Marilyne Stains. "Exploring the relationships between perceptions of tutoring and tutoring behaviours: a focus on graduate students serving as peer tutors to college-level chemistry students." Chemistry Education Research and Practice 16, no. 4 (2015): 856–68. http://dx.doi.org/10.1039/c5rp00103j.

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It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are often used do not take into account tutors' preexisting perceptions of tutoring, which may guide their instructional behaviours. The goals of this multiple-case study of three chemistry tutors are to characterise their perceptions of tutoring, their behaviors during tutoring sessions, and the connections between their perceptions and behaviors. Data was collected through interviews in which tutors' perceptions of tutors and tutoring were probed and through video recordings of three to four sessions for each tutor. Interviews were analyzed using a thematic analysis approach. Video recordings of sessions were analyzed using a list of codes corresponding to different types of behaviours that had been reported in prior tutoring studies. Analysis of the interviews indicated that tutors' perceptions of tutoring did not overlap fully across all the three tutors. Cross-case analysis indicates that tutors' perceptions of tutees and of the role of tutor were reflected in the instructional behaviours the tutors enacted during the sessions. The results of this study may be used to improve tutor training programmes, particularly through examining individual tutor's perceptions of tutoring as this may help anticipate natural instructional preferences of tutors.
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Budiarso, Iwan, Hendi Suhendraya Muchtar, Suharyanto H Soro, and Dinny Mardiana. "Online Tutorial And Webinar Tutorial Management On Distence Learning Process At Indonesia Open University." International Journal of Educational Research & Social Sciences 3, no. 4 (September 1, 2022): 1708–14. http://dx.doi.org/10.51601/ijersc.v3i4.470.

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The Open University provides study assistance services to students in the form of a Tutorial program. The implementation of the Tutorial managed by the Tutor as a facilitator has not run optimally. This situation becomes the background of the research problem. The purpose of this research is to analyze the management of Tuton and Tuweb tutors. The theory used is in the form of management functions initiated by Terry. This research is a descriptive study with a qualitative approach that reveals the situation by describing the reality correctly and naturally in the distance learning procession. Data was collected through observation, interviews, documentation, and triangulation. The data obtained were then reduced, presented, and concluded. The results of the research generally reveal that management functions have been carried out but their implementation has not been fully implemented. Specific conclusions show (1) Planning: carrying out tutorial preparation meetings and tutor evaluations. (2) Organizing: determine the standardization of Tutors, standardization of recruitment, employment contracts, letters of assignment, and decrees for Tutors Tutons, and letters of assignments for Tutors Tuwebs. (3) Mobilization: organizing Tutor training and refreshment, Whatsapp Group communication, providing reminders and motivation, (4). Controlling: Tuton tutors do not have a routine control schedule yet. Tuweb tutors have a regular control schedule. (5) There are obstacles and solutions as well as future improvements. From these general and specific conclusions, the researcher recommends the Tutor management model to maximize the Tutor management which will have implications for improving the Tutor's performance in managing the Tutorial class.
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Chapman, Elaine, and David Leach. "Classwide Peer Tutoring: A Comparison of “Tutor Huddle” and Teacher-Directed Procedures." Australian Educational and Developmental Psychologist 8, no. 2 (November 1991): 2–7. http://dx.doi.org/10.1017/s0816512200026432.

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ABSTRACTA 12-week classwide peer tutoring program in multiplication based on the “tutor huddle” procedure was compared with a conventional teacher-directed procedure. Two sixth-grade classes (n=52) were divided into higher and lower achievers on the basis of an initial multiplication pretest. The higher-achieving members (n=26) were then randomly assigned to be either tutor huddle tutors or teacher-directed tutors. The remaining class members (n=26) were randomly assigned to be either tutor huddle tutees or teacher-directed tutees. Results indicated that the tutor huddle tutors made significantly greater gains in multiplication skills than the teacher-directed tutors. There was no significant difference in the gains made by the two tutee groups. Benefits of the tutor huddle procedure for tutors and practical implications for its use in classroom settings were discussed.
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Fitri, Amelia Dwi, Harsono Mardiwiyoto, and Efrayim Suryadi. "Persepsi Mahasiswa dan Tutor tentang Kejadian Kritis Selama Diskusi Tutorial dan Jenis-jenis Interview Terhadap Kejadian Tersebut." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 3 (November 30, 2013): 159. http://dx.doi.org/10.22146/jpki.25179.

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Background: Tutorial group discussion is one of the key features of problem based learning. The tutor-facilitated group discussion is not always work as planned. Critical incident during tutorial is one of the factors that may hinder group dynamics. Six factors hindering group dynamics (unequal participation, lack of cohesion, lack of motivation, lack of elaboration, lack of interaction, and personality problem), play role in critical incidents during tutorial. Tutor’s and students’ perception on critical incidents are affected by each individual point of view on the incidents. The point of view will influence intervention expected by students and actual intervention done by tutor. Tutor’s capability to do proper intervention is one of the factors needed to ensure group discussion to progress well. The aim of this research is to identify students and tutors perception on critical incidents during tutorial and types of intervention done by tutor to overcome these incidents.Method: This is a mixed-method research which combines quantitative and qualitative approaches. 352 students of 4 batches and 21 tutors involved in this research. Students and tutors’ perception on critical incidents were collected using questionnaire consist of 36 Likert-scale items, and 2 open-ended questions. Intervention done by tutors was further explored using focus group discussion with tutor and students, based on quantitative result.Results: Similar perception were found in both students and tutors regarding the factors influenced critical incidents during tutorial the most, which was unequal participation. Nevertheless, different perception was found between students and tutors on factor that hindered discussion which require tutor intervention; students with difficult personality, whereas tutors stated participation imbalance. The other five factors: tutor’s factors, feedback, assessment, quality of scenario, logistics, and scheduling issue were found to have role in critical incidents in tutorial. Tutor’s intervention to critical incidents had been done, even so, further development is needed.Conclusion: Students’ and tutors’ perception on critical incidents were in line in term of the most frequent incidents, but differ in factor that hinder discussion the most and require tutor’s intervention. There were many other factors that influenced critical incidents besides students’ factors. Interventions which had been done by tutors were not adequate in order to overcome arising critical incidents.
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Bendjebar, Safia, Yacine Lafifi, and Hamid Seridi. "Modeling and Evaluating Tutors' Function using Data Mining and Fuzzy Logic Techniques." International Journal of Web-Based Learning and Teaching Technologies 11, no. 2 (April 2016): 39–60. http://dx.doi.org/10.4018/ijwltt.2016040103.

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In e-learning systems, the tutors play many roles and carry out several tasks that differ from one system to another. The activity of tutoring is influenced by many factors. One factor among them is the assignment of the appropriate profile to the tutor. For this reason, the authors propose a new approach for modeling and evaluating the function of the tutors. This technique facilitates the classification among tutors for adapting tutoring to student's problems. The component of the proposed tutor model is a set of profiles which are responsible for representing the necessary information about each tutor. A fuzzy logic technique is used in order to define tutor's tutoring profile. Furthermore, the K nearest neighbor algorithm is used to offer much information for each new tutor based on the models of other similar tutors. This new approach has been tested by tutors from an Algerian University. The first results were very encouraging and sufficient. They indicate that the use of fuzzy logic technique is very useful and estimate the adaptation of the tutoring process according to tutors' skills.
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Zheng, Binbin, and Zilu Wang. "Near-peer teaching in problem-based learning: Perspectives from tutors and tutees." PLOS ONE 17, no. 12 (December 14, 2022): e0278256. http://dx.doi.org/10.1371/journal.pone.0278256.

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Introduction This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum. Methods This mixed-methods study was conducted in an Asian medical school. First, a survey was administered to two groups of students, one that had been tutored by near-peers, and another with faculty tutors. Then, the near-peer tutors were interviewed and wrote reflection essays that the researchers collected. Quantitative analysis was used to analyse the survey responses, and qualitative analysis to analyse the interview and reflection data. Results Our study found no difference between near-peer tutees’ and faculty tutees’ perceptions of either tutor facilitation or tutor behaviours. Also, when near-peer tutors explained how their experience of delivering tutoring had influenced their professional-identity formation, they highlighted that they had gained skills important to their future careers as medical educators. Conclusion Integrating near-peer teaching into undergraduate medical curricula could be beneficial to both tutors and tutees because of the social, cognitive, and professional congruence between these two groups, and due to its likely positive influence on their professional-identity formation.
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Watts, Gavin W., Diane Pedrotty Bryant, and Megan L. Carroll. "Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature." Behavioral Disorders 44, no. 3 (May 31, 2018): 131–47. http://dx.doi.org/10.1177/0198742918771914.

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The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social–behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed.
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Andriani, Agis, Fuad Abdullah, Arini Nurul Hidayati, and Noer Aini Nanda Syafira. "Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions." Journal of Education and Learning (EduLearn) 18, no. 1 (February 1, 2024): 253–60. http://dx.doi.org/10.11591/edulearn.v18i1.21175.

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Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in Kampung Inggris/English Village remains under-researched, notably viewed from the tutors’ challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from Kampung Inggris/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.
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Carr, W. David, Jennifer Volberding, and Phillip Vardiman. "A Peer-Assisted Learning Program and its Effect on Student Skill Demonstration." Athletic Training Education Journal 6, no. 3 (July 1, 2011): 129–35. http://dx.doi.org/10.4085/1947-380x-6.3.129.

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Objective: To explore the effect of an intentional Peer-Assisted Learning (PAL) program on peer-tutors and peer-tutees for performance on specific psychomotor skills. Design and Setting: Randomized, pretest-posttest experimental design. Participants: Undergraduate students (N = 69, 42 females and 27 males, all participants were 18 to 22 years old, 19.5±1.2) enrolled in the professional phase of an accredited Athletic Training Education Program. Measurements: Pretest and posttest performance for the peer-tutors and post-peer interaction for the peer-tutees on identified therapeutic modality and orthopedic assessment psychomotor skill sets. Peer-tutors were randomly assigned to one of four groups; PAL only (PAL), PAL and the focused review session (PAL+), focused review session only (REV), and a control group (CON). Peer-tutees were randomly assigned to interact with the peer-tutors from the PAL and PAL+ or no interaction as a control group. Pretest-posttest percentage correct average changes for the peer tutors were analyzed with an ANOVA. Results: The pretest-posttest skill scores were found to be significantly different for the peer-tutors (F3,102 = 4.703; P = .004). Post-hoc means comparison revealed significant differences between the peer-tutor groups PAL versus CON, PAL+ versus CON, and REV versus CON. Analysis of the peer-tutee means revealed no significant differences (PAL; .906 ± .087, PAL+; .918 ± .077, and Control; .881 ± .061). Conclusion: These data suggest that peer interaction can increase student skill performance scores for the peer-tutors. A visual review of the means indicates a trend of increased skill level for the peer-tutees that received peer-tutoring from the PAL+ peer tutors. No significant difference was found with the REV group. It would appear from the peer-tutor perspective that a focused review session has more of an effect on student learning than peer interaction.
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Imtiaz, Asif. "Exploring Factors Influencing Satisfaction of the University Students Who Work as Private Tutors." International Education Studies 11, no. 5 (April 27, 2018): 133. http://dx.doi.org/10.5539/ies.v11n5p133.

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Private Supplementary Tutoring (PST) have attracted enormous attention in recent days. Bangladesh experiences both forms of PST – formal and informal. There is a considerable amount of research based on the demand-side of PST. The tutors, who are the suppliers of PST in the market, are the center of attention in this paper. The forces that affect the satisfaction of a tutor from providing tuition have been investigated here through factor analysis and stepwise regression. Analyzing a set of tutors from University of Dhaka, tutoring environment and financial independence are found to have a positive relationship with the satisfaction level of a tutor. Transportation costs as well as disadvantageous factors of tutoring as in wasting productive time, hampering academic results, lack of recreation pull the level of satisfaction down. Tutors are thought to be self-concentrated since result and improvement of the tutees are absent from the formulation of their satisfaction. Driving a wedge of fellow feeling between tutors and tutees will enhance the quality of education.
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Dissertations / Theses on the topic "Tutors"

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Ricieri, Marilucia. "A Formação de Tutores E sua atuação na Educação a Distância: a realidade do curso de tecnologias assistivas, projetos e acessibilidade." Universidade do Oeste Paulista, 2013. http://bdtd.unoeste.br:8080/tede/handle/tede/134.

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Made available in DSpace on 2016-01-26T18:49:51Z (GMT). No. of bitstreams: 1 DISSERTACAO_02_06_2013_PUBLICAR.pdf: 2759396 bytes, checksum: d6ceef530efd50388b5b151c9b23a931 (MD5) Previous issue date: 2013-05-22
The distance education is growing and professionals involved in the process need to empower themselves to follow the evolution of technology and teaching methodology. Among this professionals, there is a teacher-tutor whose role is to guide, encourage, motivate and build the student in their learning process. In this perspective, the present research entitled "The formation of tutors and their role in distance education", aimed to seek the understanding of two situations regarding mentoring. The first situation was to know how the course entitled "Formation of Tutors" prepares the participant to be the tutor, the second situation, was to research how was the performance of these tutors, mentors and mediators while in the course "Assistive Technology-4 ed." of Paulista State University, in partnership with the Open University of Brazil, in the modality of Distance Education. The research was defined according to the qualitative approach. Initially was realized a review of the literature authors which are: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Besides the bibliographic research, were conducted semi-structured interviews with four teachers and tutors that realized the course of formation and acted as tutors on the course "Assistive Technology", seeking to know their conceptions about: experience as a tutor, difficulties found in the course of formation, the contributions of ongoing formation for acting as tutor, and facilities and difficulties in acting tutor. Complementing the data collection, we used the analysis of the pedagogical material from both courses, as well as appreciation of the interaction and mediations occurred between trainer and teacher-tutors, tutors and teacher-course participants in forums, chats, calendars, diary of board and other tools of the Virtual Learning Environment (AVA) TelEduc. The analysis of the information and data obtained, allowed to identify that tutors were trained and prepared to meet adequate and effective the activities taught, mediate and guide the teacher-course participants. Regarding the categories of behavior of "being tutor" was noticed that identify problems, promote interaction and provide feedback were reported in the interactions between tutor-course participants on the records of forums and chats of the virtual environment of learning; as described in the precepts of Piaget, it was identified that tutors acted with autonomy over its operations in the course of Assistive Technology, and were encouraged by the trainers in the course of training to act with autonomy.
A Educação a Distância encontra-se em crescimento e os profissionais envolvidos no processo precisam capacitar-se para acompanhar a evolução da tecnologia e da metodologia do ensino. Entre esses profissionais encontra-se o professor-tutor, cujas funções são orientar, estimular, motivar e construir com o aluno sua trajetória de aprendizagem. Nessa perspectiva, a presente pesquisa, intitulada A Formação de Tutores e sua Atuação na Educação a Distância , teve como objetivo buscar a compreensão de duas situações referentes à tutoria. A primeira foi conhecer como o curso denominado Formação de Tutores prepara o participante para ser tutor ; e a segunda situação consistiu em pesquisar como foi a atuação desses tutores, enquanto mediadores e orientadores no curso Tecnologia Assistiva - 4ª ed. da Universidade Estadual Paulista, em parceria com a Universidade Aberta do Brasil, na modalidade da Educação a Distância. Definiu-se a pesquisa de acordo com os conceitos da abordagem qualitativa. Inicialmente, foi realizada uma revisão bibliográfica com autores, entre os quais se destacam: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Posteriormente, foram realizadas entrevistas semiestruturadas com quatro tutores que são professores, realizaram o curso de formação e atuaram como tutores no curso Tecnologia Assistiva , buscando saber suas concepções a respeito: da experiência como tutor; dificuldades encontradas no curso de formação; contribuições do curso de formação para a atuação como tutor; e fatores facilitadores e dificultadores na atuação do tutor. Complementando a coleta dos dados, recorreu-se à análise dos materiais pedagógicos dos dois cursos, bem como a apreciação das interações e mediações ocorridas entre professor-formador e tutores, e tutores e professores-cursistas nos fóruns, bate-papos (chat), agendas, diário de bordo e demais ferramentas do Ambiente Virtual de Aprendizagem (AVA) TelEduc. A análise das informações e dos dados obtidos possibilitou identificar que os tutores se capacitaram e se prepararam para cumprir de forma adequada e eficaz as atividades de ensinar, mediar e orientar os professores-cursistas. Quanto às categorias de comportamento do ser tutor , percebeu-se que identificar problemas, promover interação e dar feedback foram assinalados nas interações entre tutor-cursista e tutor-formador nos registros dos fóruns e chats do ambiente virtual de aprendizagem; conforme descrito nos preceitos de Piaget, identificou-se que os tutores agiram com autonomia durante sua atuação no curso de Tecnologia Assistiva, e foram incentivados pelos formadores no curso de Formação a agirem com autonomia.
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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.

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Cook, Stephen Blaine. "Handicapped Tutors and Tutees: A Meta-analysis of Critical Variables." DigitalCommons@USU, 1985. https://digitalcommons.usu.edu/etd/5957.

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Tutoring has been used as an instructional method for many years. Reviewers have made narrative conclusions that tutoring has many academic, social, and emotional benefits for the tutor and tutee. This study applied meta-analysis techniques to studies in which learning disabled, behaviorally disordered, or intellectually handicapped elementary and secondary school students were sed to tutor academic content material to handicapped tutees. It was found that the experimental subjects made greater gains on the academic material than the control groups. Gains on social/emotional measures were minimal. Various research design and tutoring intervention characteristics were examined for their influence on tutor and tutee performance.
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Harvey, Eileen. "Factors affecting the retention of home tutors in the home tutor scheme /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09P/09ph341.pdf.

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Bennett, Tracey Shelley-Anne. "Strategies and characteristics of effective one-to-one literacy tutors." The University of Waikato, 2007. http://hdl.handle.net/10289/2414.

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What makes an effective one-to-one tutor of literacy is unclear. Researchers (Anand Bennie, 2004; Chapman, Tunmer, Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education. The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors. Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks. To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded. The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session. Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries. Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews. The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities. Open questions were asked more frequently than closed questions. Tutees were praised frequently. Scaffolding was observed regularly throughout tutoring sessions. The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently. High levels of engaged teaching were maintained throughout tutoring sessions. A higher percentage of words were spoken by the effective tutors than the tutees. Written planning did not appear to play a role in the effectiveness of the tutor. Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task. Many characteristics of effective tutors were revealed during observations and journal entries. The perceived characteristics of effective tutors were explored during interviews with the three tutors. The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence. The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor. The tutors ensured that the sessions were positive and laughter was frequently observed. Good communication was maintained with parents and tutees. The effective tutors were flexible during tutoring sessions, yet consistent with routines. The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties. They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.
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Arteaga, Gonzales Silvana Luz, Bailon Martha Noraly Cerna, Hurtado Katherine Del Pilar Chacon, Aparcana Brenda Sofia Gamboa, and Ureta Giovanni Saul Quispe. "Workshop Tematic." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652301.

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El presente plan de negocio realizado durante el ciclo 2020-1, denominado Workshop Tematic, es un nuevo servicio de asesoría de inglés online dirigido a jóvenes de 15 años a más pertenecientes al sector B y C del departamento de Lima. A través de este servicio, los estudiantes podrán tener acceso a asesorías en determinados temas que tengan mayor dificultad o que desean mejorar. Actualmente, existen muchos estudiantes que no reciben una buena enseñanza en su centro de estudios, por lo que optan por buscar otros mecanismos de enseñanza como herramientas online para poder adquirir mayor conocimiento en el inglés. Estas clases de reforzamiento serán dictadas por jóvenes tutores altamente capacitados en el idioma, quienes presentan habilidades y experiencia en lo que respecta a la enseñanza. Todo ello mediante las plataformas Google Meet y Zoom, las cuales permiten una adecuada interacción entre los estudiantes y los tutores de manera virtual. Para realizar un adecuado análisis de la viabilidad de nuestro negocio, se hizo una investigación detallada en el sector, en la cual se logró identificar las ventajas de nuestro servicio online frente a las propuestas de enseñanza presencial en el idioma. Agregado a ello, se pudo identificar la inclinación de los clientes por el aprendizaje online, puesto que se acomodan mejor a sus horarios de trabajo, estudios y otras actividades. Al finalizar el presente proyecto de investigación, se llega a la conclusión que este tipo de negocio online es rentable, lo cual se evidencia en el análisis de los indicadores financieros de nuestro plan de negocio.
The present business plan carried out during the 2020-1 cycle, called Workshop Thematic, is a new online English guidance service aimed at young people from 15 years to more belonging to sector B and C of the department of Lima. Through this service, students can have advice on certain topics that are more difficult or that they want to improve. Currently, there are many students who do not receive a good teaching in their study center, so they choose to look for other teaching mechanisms as online tools to gain more knowledge in English. These classes will be taught by young tutors highly trained in the language, who will present skills and experience in what respects teaching. Students and tutors will have properly interaction in a virtual way by means of Google Meet and Zoom platforms. In order to analyse the viability our business, a specific investigation was carried out in the sector, where the advantages of our online service were identified and compared to traditional teaching. In addition, it was possible to identify a great interest for e-learning in people, since this adjust to their work, study and other activities. At the end of this research project, it concluded that this type of online business is profitable, which is evidenced in the analysis of the financial indicators in our business plan.
Trabajo de investigación
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Spaulding, Samuel Lee. "Developing affect-aware robot tutors." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98616.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 44-47).
In recent years there has been a renewed enthusiasm for the power of computer systems and digital technology to reinvent education. One-on-one tutoring is a highly effective method for increasing student learning, but the supply of students vastly outpaces the number of available teachers. Computational tutoring systems, such as educational software or interactive robots, could help bridge this gap. One problem faced by all tutors, human or computer, is assessing a student's knowledge: how do you determine what another person knows or doesn't know? Previous algorithmic solutions to this problem include the popular Bayesian Knowledge Tracing algorithm and other inferential methods. However, these methods do not draw on the affective signals that good human teachers use to assess knowledge, such as indications of discomfort, engagement, or frustration. This thesis aims to make understanding affect a central component of a knowledge assessment system, validated on a dataset collected from interactions between children and a robot learning companion. In this thesis I show that (1) children emote more when engaging in an educational task with an embodied social robot, compared to a tablet and (2) these emotional signals improve the quality of knowledge inference made by the system. Together this work establishes both human-centered and algorithmic motivations for further development of robotic systems that tightly integrate affect understanding and complex models of inference with interactive, educational robots.
by Samuel Lee Spaulding.
S.M.
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Kenney, Patricia C. "Deaf Peer Tutors and Deaf Tutees as Pairs in a College Writing Center." Thesis, University of Rochester, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13833160.

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This dissertation seeks to understand college writing-center work between peer tutors and college students—called peer tutoring. Specifically, this study explores peer tutoring between deaf peer tutors and deaf tutees as they discuss academic writing. Further, this study investigates how deaf peer tutors and deaf tutees who are bilingual users of American Sign Language (ASL) and English use strategies to support the learning of academic writing during a tutorial session in a writing center. My review of the writing-center literature shows that research on the topic of a deaf peer tutor (DPT) and a deaf tutee (DT) as a pair is limited. While the literature on deaf tutees is expanding, the research studies on deaf peer tutors remain little understood. In fact, the literature on the retention rate of deaf college students remains low and persistent (Marschark & Hauser, 2008). I conducted a qualitative case study to explore the DPT-DT interaction in a writing-center setting with a theoretical framework of (1) sociocultural, (2) ASL/English bilingual, and (3) Deaf Critical (DeafCrit) theories. The analytical framework contains an early form of grounded theory analysis and a four-layer discourse analysis, which highlights the micro and macro views of the DPT-DT interaction. One of the three main findings shows that the study participants relied on visual discourse markers, consisting of signed modality and peripheral communication, which clearly supports deaf-student learning of academic writing in English. Another finding reveals that tutors offered many `explaining incidents' compared to the other five means of assistance: giving feedback, questioning, giving hints, modeling, and instructing. Finally, the third finding relates to the participants' lived experiences of audism during their school years where they experienced limited access to learning English incidentally—a form of oppression. This research effort has the potential to promote writing support for deaf students and writing-center practices for hearing and deaf tutors who are interested in working with deaf students. Further, this research effort has the potential to improve the retention rate for deaf college students and to increase career opportunities for deaf peer tutors in the writing-center field.

Keywords: Academic writing, writing center, peer tutoring, deaf college students, discourse markers, sociocultural theories, ASL/English bilingual theory, DeafCrit

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Kupsky, Dorothy D. "Volunteer Tutors’ and First Graders’ Literacy Learning: Navigating Assumptions, Social Positions, and Phonics." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275398236.

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Astiazaran, Francesca M. "I'LL TALK, YOU LISTEN: WRITING CENTER TUTORS READING ALOUD IN SESSIONS WITH L2 TUTEES." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/242.

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Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.
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Books on the topic "Tutors"

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Clarke, Adrienne. Skills tutors handbook. [London]: University of North London, Business School, 1993.

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Davies, Peter. Notes for tutors. [s.l: s.n.], 2000.

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Great Britain. Manpower Services Commission., ed. Restart: Tutors guide. Sheffield: Manpower Services Commission, 1987.

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Congress, Trades Union. TUC pensions tutors' pack. London: Trades Union Congress, 1996.

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Brown, Sally, 1950 Feb. 1-, ed. 500 tips for tutors. 2nd ed. London: RoutledgeFalmer, 2004.

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UCAS. Advice for admissions tutors. Cheltenham: Universities and Colleges Admissions Service, 1993.

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Race, Philip. 500 tips for tutors. London: Kogan Page, 1993.

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Race, Philip. 500 Tips for Tutors. London: Taylor & Francis Inc, 1993.

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Schoone, Adrian. Constellations of Alternative Education Tutors. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35495-4.

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Sidwell, Duncan. Modern language learning: Tutors' handbook. Leicester, [England]: NIACE, 1987.

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Book chapters on the topic "Tutors"

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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning, 239–63. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these intervention approaches, two randomized control experiments were conducted with 198 middle school math students. Both trainings increased the frequency that tutors employed learner-centered strategies, evident in clickstream data from virtual scenarios and in tutee reflections following real-life tutoring. Shifts in tutoring behaviors significantly boosted tutee learning at every level of tutor content mastery. This suggests that training students to use learner-centered tutoring strategies can greatly improve the efficacy for peer tutoring in classrooms, and that technological solutions can scale this type of training.
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Mackiewicz, Jo. "Tutors’ Keywords." In Writing Center Talk over Time, 72–100. New York: Routledge, 2018. | Series: Routledge research in writing studies: Routledge, 2018. http://dx.doi.org/10.4324/9780429469237-5.

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Kobakhidze, Magda Nutsa. "Teachers as Tutors." In Teachers as Tutors: Shadow Education Market Dynamics in Georgia, 113–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95915-3_5.

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Bond, Marissa, David M. W. Powers, and Parimala Raghavendra. "Existing Software Tutors." In Teaching Skills with Virtual Humans, 29–43. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2312-7_5.

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Woolf, Beverly Park. "Social and Caring Tutors." In Intelligent Tutoring Systems, 5–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13388-6_5.

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Möbus, Claus, and Heinz-J. Thole. "Tutors, Instructions and Helps." In Künstliche Intelligenz, 336–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-83739-5_11.

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Woolf, Beverly Park. "Building knowledge based tutors." In Computer Assisted Learning, 46–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_57.

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Bond, Marissa, David M. W. Powers, and Parimala Raghavendra. "Why Use Virtual Tutors." In Teaching Skills with Virtual Humans, 5–6. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2312-7_2.

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Toala, Rámon, Dalila Durães, and Paulo Novais. "Emotions and Intelligent Tutors." In Advances in Intelligent Systems and Computing, 488–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72657-7_47.

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Kang, Jatinder. "Private tutors and reassurance." In British Indian Model Minority Pupils’ Schooling Experiences, 90–106. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003215400-6.

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Conference papers on the topic "Tutors"

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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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Montoro Sánchez, Yolanda, María Adela Valero Aleixandre, Alfredo Pérez Boullosa, Miguel Ángel Barberá Gregori, and María Ridocci Quiles. "Evaluation and Accreditation System of External Internship Tutors - SEATPE." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11120.

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La Universidad de Valencia ha implementado desde 2012 un Sistema de Evaluación y Acreditación de Tutores de Pasantías Externas (SEATPE) a través de su Fundación Universidad-Empresa, ADEIT, bajo la dirección del Vicerrector de Empleo y Programas Formativos. Los objetivos principales de este sistema son mejorar la calidad de la tutoría de pasantías externas implementando mecanismos para reconocer el buen trabajo de los tutores y aumentar el compromiso de las empresas y entidades con la capacitación práctica de nuestros estudiantes. Está dirigido a los dos perfiles de tutores: académicos y empresas. Los tutores que acceden al SEATPE obtienen una "Mención de calidad" en el caso del tutor académico y una "Acreditación" en el caso del tutor de la empresa. Hasta ahora hemos realizado cinco llamadas y 500 tutores de pasantías han obtenido su acreditación o mención de calidad.
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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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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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Smangele Ntuli, Cynthia, and Mishack Gumbo. "Africanisation of Tutor Support in Open Distance Learning [Abstract]." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5158.

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Aim/Purpose. This phenomenological qualitative study explores the views of Unisa students and tutors on the Africanisation of tutor support in Open Distance Learning by taking the African worldview of students into account. Background. Tutor support is a widely used phenomenon in different spheres of education including institutions of higher learning to promote equity of access and fair chances of success for all. The University of South Africa (Unisa) is making a concerted effort to support its students by providing various programmes to enhance the success and this includes tutorial support. However, the tutor support being offered lacks African perspectives and approaches. Methodology. A qualitative phenomenological design was used in this study. Data were collected through face-to-face (F2F) interviews from the tutors who teach the students and students at Unisa regions. Data was also collected through focus groups from the students. Contribution. Africanising tutor support will contribute toward the Africanising of the academic project that Unisa has started to implement from a transformation point of view. Findings. The findings showed that a lot still needs to be done to transform tutor support at Unisa by ensuring the inclusion of African cultural perspectives and approaches in tutor support to suit the majority of African students who are enrolled at Unisa. Recommendations for Practitioners. Africanisation should not only be confined to the academic programmes but primary lecturers, who are represented by tutors in the regions, and the tutors, should transform tutor support to suit the teaching of the modules from the programmes. Recommendations for Researchers. The findings of the study can inspire further research on Africanisation of tutor support considering the Africanisation of the academic project that Unisa is embarking on. Impact on Society. The findings of the study could increase the interest of African students in learning by making not only the programmes relevant to their worldview but tutor support as well. Future Research. The study can trigger future research on the impact of students’ culture on guided learning and tutor-student interaction as far as tutoring is concerned.
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Okoro, Chioma Sylvia, and Nelson Bakali Phiri. "Institutional influencers and support for tutoring in a South African higher education institution." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16361.

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Tutoring contributes to student performance. However, the institutional factors that affect tutoring effectiveness have been explored to a limited extent. This study assessed institutional factors affecting tutors’ effectiveness and support strategies to improve their function. Interview data among twenty tutors in the Business and Economics faculty in a higher education institution in South Africa was analysed using inductive thematic analysis to output themes emerging from the data. Findings revealed that technical issues, unclear instructions, inadequate resources and training influenced tutors’ performance. Regular engagement/communication, tutor workshops, training tailored to specific tutors’ needs and challenges, timely provision of tutorial materials, incentives and supporting infrastructure could improve tutors’ effectiveness. The findings are beneficial to higher education stakeholders in developing measures to ensure effective tutoring for students. There is scope for future studies on the same topic to elicit views when tutoring is conducted face-to-face as this study was impacted by the covid-19 pandemic.
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Rossi, Diego, Victor Ströele, Fernanda Campos, Regina Braga, and José Maria N. David. "Identifying pedagogical intervention in MOOCs learning processes: a conversational agent proposal." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbie.2021.218441.

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Monitoring students in virtual learning environments can be a time-consuming task. Professors and tutors must accompany students in an agile manner. During the COVID-19 pandemic, the use of discussion forums posed new challenges. This work proposes a conversational agent to automatically detect which pedagogical intervention is necessary to guide students in MOOCs environments. Through the attributes of the students' post messages, it is possible to classify which action will be carried out by the agent, applying specific dialogue patterns. In some more specific cases, the tutor's attention is immediately requested. The proposal was evaluated through a feasibility study to verify if semantic detection can contribute to guide the intervention process. According to the results, it is possible to support the tutor, as only 35.2% of interactions required the tutor's action.
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Cohen Zilka, Gila. "The Tutor’s Role in the Online Training of Preservice Teachers: Tutor and Tutee Perspectives." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4946.

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Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a com-plex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for Practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for Researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on Society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future Research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers.
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Spierling, Ulrike. "Beyond virtual tutors." In ACM SIGGRAPH 2005 Educators program. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1187358.1187365.

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Deshmukh, Amol, Aidan Jones, Srinivasan Janarthanam, Mary Ellen Foster, Tiago Ribeiro, Lee Joseph Corrigan, Ruth Aylett, Ana Paiva, Fotios Papadopoulos, and Ginevra Castellano. "Empathic Robotic Tutors." In HRI '15: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2701973.2702693.

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Reports on the topic "Tutors"

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Hevia, Felipe. Aprendizaje mutuo: no sólo los estudiantes aprenden: los tutores también. Banco Interamericano de Desarrollo, August 2023. http://dx.doi.org/10.18235/0005046.

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El documento presenta, de modo sintético, cinco resultados de una investigación cuyo objetivo fue analizar la autopercepción que tienen los tutores sobre los efectos de su participación en un proyecto de tutorías remotas llevado a cabo en México (Tabasco y Guanajuato), El Salvador y Guatemala. Se buscó comprender en esta si los tutores se auto percibieron como eficientes para poder enseñar matemáticas y si lograron generar una relación tutora positiva. La metodología aplicada en el estudio fue mixta, teniendo como instrumentos: una encuesta aplicada a un total de 258 tutores participantes de los pilotos (de entre 299) y dos grupos focales con personas tutoras de El Salvador. De modo general, puede concluirse que los tutores se percibieron a sí mismos como eficaces; construyen y valoran la relación tutora; reconocen la importancia de las habilidades blandas; poseen mejor percepción de sí mismos; y, notan un cambio positivo en sus propias capacidades docentes.
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Zoido, Pablo, Facundo Albornoz, Andrea Prieto, Gonzalo Almeyda, Jenny Carolina Hernández Cardozo, Victoria Oubiña, and Milton Calderón. Multiplicar aprendizajes: tutorías a distancia para potenciar la escuela. Banco Interamericano de Desarrollo, December 2023. http://dx.doi.org/10.18235/0005309.

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Las tutorías remotas son una de las estrategias que más impacto han mostrado para recuperar y acelerar aprendizajes, pero hay menos evidencia respecto de los efectos de las tutorías en los tutores. Este documento presenta una investigación que buscó identificar estos efectos desde las percepciones y representaciones de los tutores, a través de una metodología mixta. El documento aporta un instrumento para medir la percepción de efectividad tutora y la relación tutora de manera simple, rápida y confiable. Se encuentra que los tutores perciben que las tutorías impactaron positivamente en su percepción de efectividad como docentes y generaron una buena relación tutora, aunque no se encontraron diferencias significativas por género, edad ni grado de estudios. Los tutores asocian una efectividad tutora a la atención personalizada, el fortalecimiento de habilidades blandas y precursores del aprendizaje, retroalimentación y reconocimiento a su labor, y desafíos pedagógicos.
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Andersen, John. Proposal to Extend and Test Cognitive Tutors. Fort Belvoir, VA: Defense Technical Information Center, December 1998. http://dx.doi.org/10.21236/ada383563.

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Domeshek, Eric A., Elias Holman, and Karol G. Ross. Automated Socratic Tutors for High-Level Command Skills. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada438317.

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Mo, Di, Yu Bai, Matthew Boswell, and Scott Rozelle. Evaluating the effectiveness of computers as tutors in China. International Initiative for Impact Evaluation, August 2016. http://dx.doi.org/10.23846/pw2006ch.

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Schwiebert, Marva. A Descriptive Study of Oregon Literacy Tutors in Multnomah County. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1901.

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Yadrick, Robert M., J. W. Regian, Catherine C. Gomez, and Linda Robertson-Schule. Individual and Cooperative Group Learning with User-Controlled and Program-Controlled Mathematics Tutors. Fort Belvoir, VA: Defense Technical Information Center, November 1995. http://dx.doi.org/10.21236/ada303591.

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Groom-Thomas, Leiah, Chung Leung, Susanna Loeb, Cynthia Pollard, Nancy Waymack, and Sarah White. Challenges and Solutions: Scaling Tutoring Programs. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005070.

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The authors partnered with school districts, tutoring providers, and quarterback organizations that support implementation of high-impact tutoring across districts in the United States to learn from their efforts in implementing tutoring. This cross-district implementation study shares a snapshot of lessons learned about common barriers to implementing highly-effective programs and the ways that districts have overcome these barriers with success. Interviewees included administrators, teachers, tutors, and other program staff from nine school districts and one charter management organization, seven tutoring providers, and six quarterback organizations that support implementation across districts. One finding is that funding and belief in the potential of tutoring are two key facilitators for the implementation of high-impact tutoring. Moreover, some of the challenges identified are related to tutor recruitment and training, data use, the scheduling of tutoring during the school day, student attendance and school-level buy-in.
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Dorna, Guadalupe, and Gastón Gertner. Argentina: Lessons Learned from a Remote Tutoring Pilot. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005110.

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This document presents the results of a remote tutoring program implemented in Argentina (in the City of Buenos Aires and the Province of Mendoza). Tutoring sessions were delivered by public teacher college institutions, covering foundational mathematics content through a 20-minute weekly phone call for an 8-weeks period. The study focused on families with children enrolled in primary public schools aged 10 to 13 years old. We estimate null effects in academic performance in our intention to treat and treatment on the treated estimators from a randomized controlled trial among students in the City of Buenos Aires. The matching estimator identifies an average impact of tutoring for the treated group of 0.15 standard deviations in academic performance, which is statistically significant at 15%. We also explore the relationship between the number of sessions completed by students and the level of commitment of caregivers and tutors serving such students, showing that tutors' commitment is a significant predictor of completed sessions by students. Finally, we provide some recommendations for scaling up in Argentina and the region.
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Hickman, Troy. Building community and bridging cultures : the role of volunteer tutors in Oregon's Latino serving community-based organizations. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5937.

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