Academic literature on the topic 'Tutors and tutoring Australia Case studies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Tutors and tutoring Australia Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Tutors and tutoring Australia Case studies"
Kerr, Emily L. "Shadow ESL Education from North American Tutors’ Perspective." International Journal of Literacy, Culture, and Language Education 3 (October 6, 2022): 57–70. http://dx.doi.org/10.14434/ijlcle.v3i.31861.
Full textVelasco, 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.
Full textFong, Lin Siew. "Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes." Journal of Educational Issues 2, no. 2 (August 29, 2016): 90. http://dx.doi.org/10.5296/jei.v2i2.9811.
Full textChan, Chris, and Preechaya Mongkolhutthi. "THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 44. http://dx.doi.org/10.24200/jonus.vol2iss2pp44-52.
Full textKitto, S., and L. Griffiths. "Honor's Students as Peer Tutors for Problem-based Learning." HortScience 31, no. 4 (August 1996): 650b—650. http://dx.doi.org/10.21273/hortsci.31.4.650b.
Full textSantoveña Casal, Sonia M. "PEDAGOGICAL PRINCIPLES OF SYNCHRONOUS VIRTUAL EDUCATION: THE ELLUMINATE LIVE CASE AT THE FACULTY OF EDUCATIONAL AND LANGUAGE STUDIES (THE OPEN UNIVERSITY)." Problems of Education in the 21st Century 47, no. 1 (November 10, 2012): 126–43. http://dx.doi.org/10.33225/pec/12.47.126.
Full text杜素琴, 杜素琴, and 姚瑤 姚瑤. "第二語言環境下朋輩輔導對英語寫作的影響:以香港為例." 語文與國際研究期刊 27, no. 27 (June 2022): 087–108. http://dx.doi.org/10.53106/181147172022060027005.
Full textGraesser, Arthur C., Carol M. Forsyth, and Blair A. Lehman. "Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues." Teachers College Record: The Voice of Scholarship in Education 119, no. 3 (March 2017): 1–20. http://dx.doi.org/10.1177/016146811711900309.
Full textStokes, Jennifer, and John Pike. "Future ready? Engaging learners and building transferable skills through authentic assessment and digital literacy." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 13, 2022): 46–47. http://dx.doi.org/10.24135/pjtel.v4i1.139.
Full textHolland, Alicia, Chris Grant, and Reshma Donthamsetty. "An Instrumental Case Study on Testing an Integrated Framework for Tutoring Sessions." Qualitative Report, March 12, 2018. http://dx.doi.org/10.46743/2160-3715/2018.3053.
Full textDissertations / Theses on the topic "Tutors and tutoring Australia Case studies"
Hambly, Catherine. "Behaviour and beliefs of volunteer literacy tutors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0007/MQ43883.pdf.
Full textChen, Elaine, and 陳思敏. "Mildly mentally handicapped peers as tutors in a social skills programfor autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626019.
Full textNematandani, Albert Tshamano. "Experiences of videoconference tutors in instructional methodologies application." Diss., 2016. http://hdl.handle.net/10500/21935.
Full textCurriculum and Instructional Studies
M. Ed. (Didactics)
Standridge, Emily J. "Characterizing writing tutorials." 2011. http://liblink.bsu.edu/uhtbin/catkey/1660962.
Full textDepartment of English
Ntuli, Cynthia Hlekwase Smangele. "Tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an open and distance learning (ODL) environment." Diss., 2016. http://hdl.handle.net/10500/21937.
Full textEducational Studies
M. Ed. (Open and Distance Learning)
Uiseb, Ismael. "Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements." Thesis, 2017. http://hdl.handle.net/10500/23241.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum and Instructional Studies)
Sedio, Mpipo Zipporah. "Case study of comptencies of technology education e-tutors in construction of design process at an open and distance e-learning institution." Thesis, 2020. http://hdl.handle.net/10500/27203.
Full textThe occurrence of Open Distance and e-Learning revolutionized Higher Education Institutions for students to access instruction at anytime and anywhere. Students benefitted instruction of anytime and anywhere in one of the Technology Education courses in ODeL from the e-tutors. As a result of the support from the e-tutors, the curriculum was designed to place a strong emphasis on the design process as the core around which the teaching of the curriculum should revolve. However, it is still not clear how effective is the content knowledge which relates to the design process from the e-tutors. In acknowledgment from such a gap, this study aimed to determine the relationship between the e-tutors’ technological, pedagogical, content knowledge of teaching design process within Technology Education specialization. In order to achieve this purpose, two theories, namely Transactional distance and Connectivism were coined together with the Technological Pedagogical Content Knowledge (TPACK) framework to underpin the study. The philosophical worldview is pragmatism having employed mixed method. Participants in this study were 145 students who registered a year programme for two modules in the Bachelor of Education (B.Ed.) programme at a Higher Education institution were surveyed to collect the quantitative data. Data from the face-to-face semi-structured interviews were collected with five e-tutors from the research sites. Online observations data were collected from the e-tutor sites of the institution’s learning management system (LMS). The results suggest that e tutors still lack the technology knowledge in order to deliver the content aimed for the design process in an ODeL environment. Also, it was evidenced that the e-tutors have not acquired pedagogical strategies for driving the pedagogy for the design process in an ideal context of ODeL. It should also be borne in mind that findings for the content knowledge indicated that the e-tutors still lack the knowledge for exploiting content knowledge of the design process to suit an ODeL environment. These findings highlight a need for technology to support e tutors’ pedagogical strategies towards a meaningful understanding of the design process and its implications across ODeL contexts.
Ketsahalo ea Open Distance le e-Learning e ntlafalitse litsi tsa thuto e phahameng bakeng sa baithuti ho fihlella taeo nako efe kapa efe le kae kapa kae. Baithuti ba ile ba rua molemo taelong ea nako efe kapa efe le kae kapa kae ho e 'ngoe ea lithuto tsa Technology Technology ho ODeL ho tsoa ho li-tutors. Ka lebaka la ts'ehetso e tsoang ho li-tutors, kharikhulamo e ne e etselitsoe ho hatisa ka matla ts'ebetso ea moralo e le khubu eo thuto ea kharikhulamo e lokelang ho potoloha ho eona. Leha ho le joalo, ha ho sa hlaka hore na tsebo ea litaba e sebetsa hantle hakae e amanang le tšebetso ea moralo ho tsoa ho li-tutors. Ho ananela lekhalo le joalo, phuputso ena e ne e ikemiselitse ho tseba kamano lipakeng tsa theknoloji ea "e-tutors", thuto ea thuto, tsebo ea litaba ea ts'ebetso ea moralo oa ho ruta ka har'a tsebo ea thuto ea Technology. Bakeng sa ho fihlela sepheo sena, ho ile ha qaptjoa likhopolo tse peli, e leng Transactional distance le Connectivism hammoho le sebopeho sa Technological Pedagogical Content Knowledge (TPACK) ho tšehetsa thuto. Pono ea lefatše ea filosofi ke pragmatism e sebelisang mokhoa o tsoakaneng. Barupeluoa thutong ena e ne e le baithuti ba 145 ba ngolisitseng lenaneo la selemo bakeng sa li-module tse peli lenaneong la Bachelor of Education (B.Ed.) setsing sa Thuto e Phahameng ba ile ba hlahlojoa ho bokella lintlha tse ngata. Lintlha tse tsoang lipuisanong tsa sebopeho sa sefahleho li ile tsa bokelloa le barupeli ba bahlano ba tsoang libakeng tsa lipatlisiso. Lintlha tsa tlhaiso-leseling ka inthanete li ile tsa bokelloa ho tsoa litsing tsa e-tutor tsa sistimi ea taolo ea ho ithuta ea setheo (LMS). Liphetho li fana ka maikutlo a hore barupeli ba ntse ba haelloa ke tsebo ea mahlale a morao-rao molemong oa ho fana ka litaba tse reretsoeng ts'ebetso ea boqapi tikolohong ea ODeL. Hape, ho ile ha pakoa hore li-e-tutors ha li e-so fumane maano a thuto ea ho khanna lithuto tsa thuto bakeng sa moetso oa moralo ka mokhoa o loketseng oa ODeL. Hape ho lokela ho hopoloa hore liphuputso tsa tsebo ea litaba li bontšitse hore li-e-tutors li ntse li haelloa ke tsebo ea ho sebelisa tsebo ea litaba tsa moralo oa moralo ho latela tikoloho ea ODeL. Liphuputso tsena li totobatsa tlhoko ea mahlale a morao-rao ho ts'ehetsa maano a thuto a barupeli ho fihlela kutloisiso e hlakileng ea ts'ebetso ea moralo le litlamorao tsa ona maemong a ODeL.
Ukutholakala kwe-Open Distance ne-e-Learning kuguqula izikhungo zemfundo ephakeme zabafundi ukuthi bathole imfundo nganoma yisiphi isikhathi noma kuphi. Abafundi bahlomule ngokufundiswa nganoma isiphi isikhathi noma kuphi kwesinye sezifundo zeTechnology Education ku-ODeL kubafundisi be-e. Njengomphumela wokwesekwa okwenziwa abafundisi be-e-tutors, ikharikhulamu yakhelwe ukugcizelela kakhulu inqubo yokwakhiwa njengongqikimba okumele kufundiswe ngayo ikharikhulamu. Kodwa-ke, akukacaci ukuthi lusebenza kangakanani ulwazi lokuqukethwe oluphathelene nenqubo yokwakha evela kubafundisi be-e. Ngokwazisa ngaleligebe elinje, lolu cwaningo luhlose ukucacisa ubudlelwano phakathi kwezobuchwepheshe be-e-tutors, ubuchwepheshe bokufundisa, ulwazi lokuqukethwe lwenqubo yokwakhiwa kokufundisa ngaphakathi kobuchwepheshe be-Technology Education. Ukufeza le njongo, imibono emibili, okungukuthi iTransactional distance neConnectivism yahlanganiswa kanye nohlaka lweTechnological Pedagogical Content Knowledge (TPACK) ukusekela ucwaningo. Umbono wezwe wefilosofi yi-pragmatism esebenzisa indlela exubile. Ababambe iqhaza kulolu cwaningo bekungabafundi abayi-145 ababhalise uhlelo lonyaka lwamamojula amabili kuhlelo lweBachelor of Education (B.Ed.) esikhungweni seMfundo ePhakeme bahlolisiswa ukuqoqa imininingwane yobungako. Imininingwane evela ezingxoxweni ezihlelekile ezenziwe ubuso nobuso zaqoqwa nama-e-tutors amahlanu avela kumasayithi ocwaningo. Idatha yokubuka eku-inthanethi yaqoqwa kusuka kumasayithi e-e-tutor ohlelo lokuphatha lokufunda (LMS). Imiphumela iphakamisa ukuthi abafundisi be-e basenalo ulwazi lobuchwepheshe ukuze bakwazi ukuletha okuqukethwe okuhloselwe inqubo yokwakhiwa endaweni ye-ODeL. Futhi, kufakazelwe ukuthi abafundisi be-e abakawatholi amasu okufundisa okushayela inqubo yokuqamba ngendlela efanelekile ye-ODeL. Kumele futhi kukhunjulwe ukuthi okutholakele kolwazi lokuqukethwe kukhombisile ukuthi ama-e-tutors asenalo ulwazi lokusebenzisa ulwazi lokuqukethwe kwenqubo yokwakhiwa ukuze ivumelane nemvelo ye-ODeL. Lokhu okutholakele kugqamisa isidingo sobuchwepheshe ukuxhasa amasu e-tutors 'pedagogical maqondana nokuqonda okunenjongo kwenqubo yokwakhiwa nemithelela yayo kuzo zonke izingqikithi ze-ODeL.
Curriculum and Instructional Studies
Ph. D. (Science and Technology Education)
Ntuli, Cynthia Hlekwase Smangele. "An evaluation of the effectiveness of the integrated tutor model in open and distance learning: a case of Unisa." Diss., 2020. http://hdl.handle.net/10500/26958.
Full textThe provision of education through an open and distance learning (ODL) mode calls for institutions of higher learning to provide support services that can respond to students’ needs and expectations, and impact positively on their learning experiences. Tutorial support is one of the pillars of student support services which contribute to the academic success of students in this academic context. The use of technology has led institutions of higher learning to change the way support is provided to students by integrating online learning to reach students who cannot attend traditional face-to-face (F2F) tutorials at a specified time and venue. The University of South Africa (Unisa) responds to these global changes by integrating F2F and online services to support its students through the integrated tutor model (ITM) which seeks to address the learning needs and expectations of students. The study aimed to evaluate the effectiveness of this ITM. The study was guided by a social constructivist theory of learning supported by connectivism, empathy theory and Salmon’s five stage model of e-learning. The fundamental theory of social constructivism is based on the assumption that learning is constructed in a social setting before individuals engage with knowledge. The experiences of individuals play a big role in the construction of knowledge hence it is crucial to acknowledge their prior knowledge. Students who are supported through the ITM in the six Unisa regional service centres and the Unisa staff involved in the implementation of the ITM participated in the study. A purposive sampling technique was used to select these participants. A random sampling technique was also used to sample students to complete a questionnaire. Qualitative data were collected through individual and focus group interviews and documents analysis. The findings of this study reveal that the ITM is not quite ffective as it partly meets the students’ needs and does not meet students’ expectations. This is because Unisa offers students’ needs such as F2F and online tutor support for some modules. However, students’ expectations in terms of receiving teaching by tutors, provision of assignment aswers to students, fully fledged resource provision in the learning centres and receiving technical support from tutors are not met. In light of the findings, the study contributes to the ITM by identifying and filling its gaps using the Context, Input, Process and Product (CIPP) model of evaluation. The improvements will assist Unisa to relook at the ITM to intensify its support for students to fully meet their needs and expectations.
Uhlelo lokuhlinzeka ngemfundo olusebenzisa uhlelo oluvulekile nohlelo lokufunda ukude (ODL) linxusa amaziko emfundo aphakeme ukuthi anikeze anikeze izinsiza ezixhasayo ezingabhekana nezidingo nezinhloso ezilindelwe kubafundi kanti futhi zinomthelela omuhle ohlelweni lwabo lokufunda. Uxhaso lweThuthoriyali ngolunye lwezinsika zemisebenzi yokuxhasa abafundi olunegalelo kwimpumelelo yabafundi kwezemfundo kulesi sizinda sezemfundo. Ukusetshenziswa kobuchepheshe sekuholele amaziko emfundo ephakeme ukuba aguqule indlela abafundi abaxhaswa ngayo – ngokuhlanganisa uhlelo lokufunda nge-inthanedi ukufinyelela abafundi abangeke bakwazi ukuya kumathuthoriyali okuhlangana nabafundi ngobuso nobuso (F2F) ngesikhathi kanye nendaweni enqunyiwe.. INyuvesi yaseNingizimu Afrika (Unisa) ibhekene nalezi zinguquko zomhlaba ngokuhlanganisa uhlelo lwe-F2F kanye nezinsiza zohlelo lwe-inthanedi ukuxhasa abafundi bayo ngokusebenzisa imodeli ehlanganisiwe yamatjhutha (ITM) efuna ukwanelisa izidingo zokufunda kanye nezinhloso ezilindwe abafundi. Ucwaningo beluqonde ukuhlola ukusebenza kahle kohlelo lwa le ITM. Ucwaningo belulandela ithoyori ebizwa nge-social constructivist theory of learning ngokuxhaswa ukuxhumana (connectivism), i-empathy theory kanye nemodeli yokufunda kaSalmon yezigaba ezinhlanu. Ithiyori yokuqala yokwakhiwa komphakathi isuselwa phezu komqondo wokuthi ukufunda kwakheka ngaphansi kwesizinda sabantu ngaphambi kokuthi abantu bahlangane nolwazi. Ulwazi abantu abahlangabezana nalo ezimpilweni zabo ludlala indima esemqoka ekwakhiweni kolwazi, kanti-ke kubalulekile ukwamukela ulwazi lwabo lwangaphambilini. Abafundi abaxhaswa ngohlelo lwe-ITM ezikhungweni ezisebenzayo eziyisithupha zezifunda kanye nabasebenzi ababandakanyeka ekusetshenzisweni kwe-ITM bazibandakaye kulolu cwaningo. Indlela yesampuli enezinhloso isetshenziselwe ukukhetha labadlalindima, kanti ngakwenye ingxenye indlela yokuksampula yinoma ngubani isetshenzisiwe ukusampula abafundi ukuba baqede umbhalo wemibuzo. Idatha eyencike kwingxoxo iqoqwe ngokusebenzisa izinhlolovo zabantu kanye namaqembu aqondiwe kanye nokuhlaziywa kwemibhalo. Ulwazi olutholakele lwalolu cwaningo luveza ukuthi i-ITM ayisebenzi kahle njengoba yanelisa izidingo zabantu ngokwesigamu, kodwa lolu hlelo lwe-ITM alufinyeleli izinhloso zabo ezilindelwe. Lokhu kungenxa yokuthi i-Unisa ifeza izidingo ngokuhlinzeka, isibonelo, ngohlelo lokufundisa lwe-F2F kanye nohlelo lwe-inthanedi lwamatshutha uma kunesidingo sabanye omojuli. Yize-kunjalo, izimpokophelo ezilindelwe ngabafundi mayelana nokuhlinzekwa ngemfundo eyethulwa ngamatshutha, ngokunikezwa izimpendulo zama-asayimenti kubafundi, ngokusebenzisa imithombo eqotho ezikhungweni zokufunda kanye nokuthola uxhaso lwesithekinikhali oluvela kumatshutha akuyona imisebenzi efeza lokhu. Ngokolwazi olutholakele, ucwaningo lufaka igalelo kwi-ITM ngokwehlukanisa kanye nokuvala izikhala zalo ngokusebenzisa i-Context. I-Input, uHlelo kanye noMkhiqizo (CIPP) okuyimodeli yokuhlola. Izintuthuko zizonceda i-Unisa ukuba ibuyekeze i-ITM ukuqinisa uxhaso lwayo kubafundi ukuze kufezwe izidingo kanye nezinhloso zabo ezilindelwe.
Kabo ya thuto ka mokgwa wa go ithuta ga phatlalatša le ga kgole (ODL) o ipiletša go dihlongwa tša thuto ya godimo go fana ka ditirelo tša thekgo tšeo di ka kgonago go arabela dinyakwa le dikemelo tša baithuti le go ama gabotse maitemogelo a bona a go ithuta. Thekgo ya dithutišo ke ye nngwe ya dikokwane tša ditirelo tša thekgo ya baithuti tšeo di tsenyago letsogo go katlego ya baithuti ka mo seemong se sa thuto. Tšhomišo ya theknolotši e dirile gore dihlongwa tša thuto ya godingwana go fetoša ka fao thekgo e fiwago ka gona go baithuti – ka go kopanya go ithuta inthaneteng gore go fihlelele baithuti bao ba sa kgonego go tsenela dithutišo tša setlwaedi tšeo baithuti ba kopanago le bafahloši (F2F) ka phapošing ya bofahloši. Yunibesithi ya Afrika Borwa (Unisa) e arabela ditlhohlo tše tša lefase ka bophara ka go kopanya F2F le ditirelo tša inthaneteng go thekga baithuti ba yona ka go diriša mokgwa wa go ruta wo o kopantšwego (ITM) wo o nyakago go rarolla dinyakwa le dikemelo tša go ithuta tša baithuti. Dinyakišišo di ikemišeditše go sekaseka go šoma gabotse ga ITM ye. Dinyakišišo di hlahlilwe ke teori ya kago ya setšhaba mabapi le go ithuta yeo e thekgwago ke tirišo ya theknolotši thutong, teori ya go naganela ba bangwe le mokgwa wa Salmon wa dikgato tše hlano tša go ithuta. Teori ya motheo ya kago ya setšhaba e theilwe go kwešišo ya gore go ithuta go agwa ka seemong sa setšhaba pele ga ge batho ba ka hwetša tsebo. Maitemogelo a batho a raloka tema ye bohlokwa ka go kago ya tsebo, ke ka lebaka leo go le bohlokwa go lemoga tsebo ya bona ya peleng. Baithuti bao ba thekgwago ka ITM ka disenthareng tša Unisa tše tshela tša ka dileteng le baithuti bao ba kgathago tema ka phethagatšong ya ITM ba tšere karolo ka mo dinyakišišong. Mokgwa wa go dira sampole ka maikemišetšo o šomišitšwe go kgetha bakgathatema ba, mola mokgwa wa go dira sampole ka sewelo o šomišitšwe go dira sampole ya baithuti go tlatša dipotšišo tša dinyakišišo. Tshedimošo ya boleng e kgobokeditšwe ka go botšiša batho ba nnoši le dihlopha dipotšišo gomme gwa dirwa le tshekatsheko ya dingwalwa. Dikutollo tša dinyakišišo tše di utolla gore ITM ga e šome gabotse kudu go fihlelela dinyakwa tša baithuti ebile ga e fihlelele dikemelo tša bona. Se ke ka lebaka la gore Unisa e hlokometše dinyakwa tša baithuti ka go fana ka, go fa mohlala, F2F le thekgo ya baithuti ya inthaneteng go dimotšule tše dingwe. Le ge go lebjale, dikemelo tša baithuti mabapi le go amogela go rutwa ke bafahloši, go fa baithuti dikarabo tša diasaenemente ke bafahloši, kabo ya methopo ka botlalo ka disenthareng tša thuto le go amogela thekgo ya sethekniki go tšwa go bafahloši ga di fihlelelwe. Go lebeletšwe dikkutollo tše, dinyakišišo di tsenya letsogo go ITM ka go tseba le go tlatša dikgoba ka go diriša mokgwa wa tshekatsheko wa Seemo, Tšweletšo, Tshepedišo le Setšweletšwa (CIPP). Dikaonafatšo tše di tla thuša Unisa go lekodišiša ITM go maatlafatša thekgo ya yona go baithuti gore e fihlelele dinyakwa le dikemelo tša bona ka botlalo.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Books on the topic "Tutors and tutoring Australia Case studies"
Morris, Darrell. Case studies in teaching beginning readers: The Howard Street tutoring manual. Boone, N.C: Fieldstream Publications, 1992.
Find full textSinclair, Goodlad, ed. Students as tutors and mentors. London: Kogan Page, 1995.
Find full textStuart, J. S. Careers and perspectives of tutors in teacher training colleges: Case studies of Lesotho and Malawi. Brighton: Centre for International Education, University of Sussex, 2000.
Find full textPeñalvo, Francisco José García, and Antonio M. Seoane Pardo. Online tutor 2.0: Methodologies and case studies for successful learning. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2014.
Find full text1955-, Berg Gary A., ed. Cases on online tutoring, mentoring, and educational services: Practices and applications. Hershey, PA: Information Science Reference, 2010.
Find full textDarrell, Morris, ed. The Howard Street tutoring manual: Teaching at-risk readers in the primary grades. New York: Guilford Press, 1999.
Find full textThe Howard Street tutoring manual: Teaching at-risk readers in the primary grades. 2nd ed. New York: Guilford Press, 2005.
Find full textGail, Whang, and Pippitt Mary, eds. Buddy reading: Cross-age tutoring in a multicultural school. Portsmouth, NH: Heinemann, 1995.
Find full textM, Collins Úna, and McNiff Jean, eds. Rethinking pastoral care. London: Routledge, 1999.
Find full textOvadia-Yosef, Debby. Mifʻal meyuḥad le-ḥonkhot yalde asirim: Shanah 2. Yerushalayim: ha-Mosad le-viṭuaḥ leʼumi, Minhal ha-meḥḳar ṿeha-tikhnun, 1990.
Find full textBook chapters on the topic "Tutors and tutoring Australia Case studies"
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
Full text