To see the other types of publications on this topic, follow the link: Tutors.
Dissertations / Theses on the topic 'Tutors'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Tutors.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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: 2013-05-22The 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.
2
Ploehs, John Ralph. "The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485.
Full text
3
Cook, Stephen Blaine. "Handicapped Tutors and Tutees: A Meta-analysis of Critical Variables." DigitalCommons@USU, 1985. https://digitalcommons.usu.edu/etd/5957.
Full textAbstract:
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.
4
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.
Full text
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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
7
Spaulding, Samuel Lee. "Developing affect-aware robot tutors." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98616.
Full textAbstract:
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.
8
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.
Full textAbstract:
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
9
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.
Full text
10
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.
Full textAbstract:
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.
11
Tong, Sui-leung Thomas. "Education as a commodity : private tutoring in Hong Kong and Taipei /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24839863.
Full text
12
Eleftheriou, Maria. "An exploratory study of a Middle Eastern writing center : the perceptions of tutors and tutees." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/10263.
Full textAbstract:
This thesis presents the findings of a study of writing center tutorial practices in a Middle Eastern university where the language of instruction is English. Data from stimulated recall activities, written observations, and interviews were analyzed to answer the following research questions: 1. How do tutees perceive the effectiveness of writing center tutorials? 2. How do tutors perceive the effectiveness of writing center tutorials? 3. Which type of tutoring approach do tutees find more effective? 4. Which type of tutoring approach do tutors find more effective? The data revealed that tutees noticed an improvement in their assignments, believed that their concerns had been addressed, and that they had acquired transferable skills. Most tutees assessed their tutors positively, valuing tutors who inspired confidence and were able to explain concepts clearly. Although tutees appreciated knowledgeable tutors, they valued egalitarian peer-tutoring relationships. Tutors reported that tutorial sessions improved their tutees' assignments and that tutees had acquired transferable skills. Nevertheless, tutors were critical of their own performance. Some tutors admitted to lacking the knowledge necessary to explain certain writing concepts, including grammatical concepts; some felt they dominated the tutorials; and others felt their approach was too directive. The data revealed that both tutors and tutees preferred the directive approach for lower order concerns and a non-directive approach for higher order concerns. This study shows that diverse tutoring models that accommodate the background and experiences of Middle Eastern students, and their particular strengths and weaknesses, should be considered. It recommends tutorial training that emphasizes flexibility and recognizes the distinctive nature of each tutorial situation and the opportunity it presents to address the needs and expectations of individual students. These findings could signal a direction for the development of writing center pedagogy that focuses on the linguistically and culturally diverse students in the Middle East.
13
Carpenter, Jennifer. "The recorder tutors in 't Uitnement kabinet." Thesis, connect to online resource, 2005. http://www.unt.edu/etd/all/Aug2005/carpenter%5Fjennifer%5Flee/index.htm.
Full text
14
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 text
15
Folsom-Kovarik, Jeremiah. "Leveraging Help Requests in POMDP Intelligent Tutors." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5210.
Full textAbstract:
Intelligent tutoring systems (ITSs) are computer programs that model individual learners and adapt instruction to help each learner differently. One way ITSs differ from human tutors is that few ITSs give learners a way to ask questions. When learners can ask for help, their questions have the potential to improve learning directly and also act as a new source of model data to help the ITS personalize instruction. Inquiry modeling gives ITSs the ability to answer learner questions and refine their learner models with an inexpensive new input channel. In order to support inquiry modeling, an advanced planning formalism is applied to ITS learner modeling. Partially observable Markov decision processes (POMDPs) differ from more widely used ITS architectures because they can plan complex action sequences in uncertain situations with machine learning. Tractability issues have previously precluded POMDP use in ITS models. This dissertation introduces two improvements, priority queues and observation chains, to make POMDPs scale well and encompass the large problem sizes that real-world ITSs must confront. A new ITS was created to support trainees practicing a military task in a virtual environment. The development of the Inquiry Modeling POMDP Adaptive Trainer (IMP) began with multiple formative studies on human and simulated learners that explored inquiry modeling and POMDPs in intelligent tutoring. The studies suggest the new POMDP representations will be effective in ITS domains having certain common characteristics. Finally, a summative study evaluated IMP's ability to train volunteers in specific practice scenarios. IMP users achieved post-training scores averaging up to 4.5 times higher than users who practiced without support and up to twice as high as trainees who used an ablated version of IMP with no inquiry modeling. IMP's implementation and evaluation helped explore questions about how inquiry modeling and POMDP ITSs work, while empirically demonstrating their efficacy.Ph.D.
Doctorate
Computer Science
Engineering and Computer Science
Computer Science
16
Kinsella, Melissa Ann. "Graduate Tutors/Instructors: Navigating Shifting Identity Roles." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1910.
Full textAbstract:
AN ABSTRACT OF THE DISSERTATION OFMelissa Kinsella, for the Doctor of Philosophy degree in Rhetoric and Composition, presented on February 26, 2021, at Southern Illinois University Carbondale. TITLE: GRADUATE TUTORS/INSTRUCTORS: NAVIGATING SHIFTING IDENTITY ROLESMAJOR PROFESSOR: Dr. Lisa J. McClure Writing centers directors at many universities staff graduate student as tutors; these graduate students receive support for their graduate education while also fulfilling important role in the university. These graduate tutors can hold dual roles as both tutors and instructors - Graduate tutors/instructors (GTIs) as I have called them. GTIs have complex identities that include graduate, student, instructor, and tutor components. GTIs navigate between shifting roles as both classroom instructors and writing center peer collaborative tutors. There is a preexisting writing peer collaborative pedagogy and ethos that GTIs are expected to uphold when becoming writing center tutors. This phenomenological qualitative research study utilizes a survey and follow-up interview to specifically explore how GTIs view and experience their peer tutoring relationships, collaborative tutoring techniques, and their navigation and shift from instructor to tutor. GTIs are studied within the context of SIUC’s writing center. The results of this research offer initial insight into the GTI experience and provide a starting point for exploring the GTI experience on a larger and deeper scale. Writing center pedagogy emphasizes a peer tutoring dynamic; results find that GTIs feel differing degrees of peer frequencies dependent on both the GTIs’ and tutees’ demographic. Further, collaborative techniques are offered within writing center scholarship to enact peer tutoring exchanges; results identify a tendency to collaborate with all tutee demographics with frequency differences reflecting the stage of the writing process and tutee need. The peer and collaborative results present scenarios in which peer and collaborative tutoring doesn’t necessarily go hand-in-hand, while also suggesting that collaborative techniques could be used in spite of a peer relationship; collaboration could also be utilized to enact a peer exchange, even when a peer relationship isn’t present. Moreover, there are ways that shifting from instructor to tutor impacts the tutoring exchange in terms of tutor authority, knowledge, evaluation, and technique. Writing center directors and researchers should acknowledge the complexity of the GTI experience in order to support and understand the GTI exchange and navigation. Keywords: peer tutor, graduate tutor, writing center collaboration, instructor to tutor navigation
17
Graessle, Lindsey R. "THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/58.
Full textAbstract:
Peer mediated interventions have been effective in teaching academic and social skills to students with disabilities. The present study assesses the effectiveness of students with autism spectrum disorder serving as the tutor and tutee. Four peer mediators and four students with autism spectrum disorder used technology and the simultaneous prompting procedure to teach acquisition of social studies vocabulary. Results indicate that both students with and without autism spectrum disorder effectively delivered instruction using technology and all students learned a portion of the vocabulary taught by a same-aged peer.
18
Jones, Aidan. "Adaptive robotic tutors for scaffolding self-regulated learning." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8247/.
Full textAbstract:
This thesis explores how to utilise social robotic tutors to tackle the problem of providing children with enough personalised scaffolding to develop Self-Regulated Learning (SRL) skills. SRL is an important 21st century skill and correlates with measures of academic performance. The dynamics of social interactions when human tutors are scaffolding SRL are modelled, a computational model for how these strategies can be personalised to the learner is developed, and a framework for long-term SRL guidance from an autonomous social robotic tutor is created. To support the scaffolding of SRL skills the robot uses an Open Learner Model (OLM) visualisation to highlight the developing skills or gaps in learners' knowledge. An OLM shows the learner's competency or skill level on a screen to help the learner reflect on their performance. The robot also supports the development of meta-cognitive planning or forethought by summarising the OLM content and giving feedback on learners' SRL skills. Both short and longer-term studies are presented, which show the benefits of fully autonomous adaptive robotic tutors for scaffolding SRL skills. These benefits include the learners reflecting more on their developing competencies and skills, greater adoption SRL processes, and increased learning gain.
19
Mazor, Yuval 1980. "Graphical extensions to online problem sets and tutors." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29697.
Full textAbstract:
Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.Includes bibliographical references (p. 55).
Adding a graphical interface to online problem sets and tutors enables the addition of a variety of different types of graphical problems to interactive learning systems. The graphical interface allows professors and students to sketch graphs, draw shapes, and label objects using a mouse-based interface. A text-based I/O allows professors to create graphical problems, set up the solutions, and provide interactive feedback. Students working on a problem can be given hints, check their solution, or see the correct solution. The graphical extension also lays the groundwork for more complex graphical problems involving connectivity or other rules between graphical objects.
by Yuval Mazor.
M.Eng.
20
Langor, Gemma. "Peer tutoring, what are its benefits to the tutor? : tutors' perceptions of a peer tutoring experience in nursing education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55517.pdf.
Full text
21
Winter, Stephen John. "Tutor supervision, tutoring behaviours and outcomes in peer tutored paired reading." Thesis, Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14473239.
Full text
22
Tong, Sui-leung Thomas, and 唐瑞良. "Education as a commodity: private tutoring inHong Kong and Taipei." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962610.
Full text
23
Soboleva, Yelyzaveta. "The Effects of Nursing School Peer Tutoring on Tutors." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/567.
Full textAbstract:
An integrative review was used to examine the effects of being a tutor versus not being a tutor. The matrix method was used to guide the research process, to identify articles that met the inclusion criteria, and to reduce data into common topics of peer tutoring. The results of the integrative review yielded 20 articles and suggested that students in the position to assist others are more confident in communicating in groups and have higher knowledge in the subject they help with than their fellow peers. The literature showed that students in the position to assist others have defined personal and professional standards and leadership skills. However, there is little research on the benefits of being a tutor when compared with the benefits tutees obtain from coming to tutoring sessions. More research is needed to examine the effects of being a tutor. More specifically, there are no studies where the skills of nursing student tutors are compared with nursing student non-tutors. In this study, the researcher created a survey to evaluate nursing student tutors and non-tutors, their communication and leadership skills, as well as their personal and professional growth. Focus groups were created to provide tutors a means of discussing the personal and professional impact that tutoring has had on them. The study results indicated that tutors have decreased nervousness in public speaking, have higher confidence in their communication skills, share their life experiences to help others more often, and readily reach out to instructors and other tutors for assistance.
24
Incerti, Federica. "Preservice Teachers’ Perceptions of Artificial Intelligence Tutors for Learning." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585088861453228.
Full text
25
Cadavid, Mauricio. "LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/464.
Full textAbstract:
The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR) tutors helping young tutees develop early literacy skills. There is limited research on the implementation of effective tutoring strategies during one-on-one tutoring with elementary school children in terms of early literacy development. Most of the literature is split between peer tutoring and program tutoring. This lack of research presents a particular challenge when it comes to identifying an effective tutor and effective tutoring methodologies. Using a qualitative approach, this study utilizes survey data, session recordings, and interviews to not only explore the process of tutoring, but also the strategies, learned or otherwise improvised, applied by volunteer and paid tutors. Based on the data and analysis, the researcher identified effective tutoring strategies of early literacy tutors and made suggestions for further research.
26
Oller, Ribas Sílvia. "Les transicions a la vida activa i/o continuïtat formativa dels i de les joves amb una bàsica qualificació professional. Anàlisi del pla de transició al treball (PTT) i de la formació i aprenentatge professional (FIAP) de les comarques gironines." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/663549.
Full textAbstract:
The transition to the work life of young people with low professional qualifications is a topic of concern to European education systems . "Second-chance" programs try to help these young people to follow different itineraries. The aim of the research is to know if the second chance programs that were developed in Catalonia between 2009 and 2014 (PTT and FIAP) were a good alternative for the educational and professional transition of the students without a graduation from compulsory secondary education. The thesis combines a quantitative study, based on the analysis of the internal documentation of these programs, and a qualitative study based on interviews with young people, their families, teachers, and employers, and a discussion group with tutors of the PTT and FIAP programs. It is concluded that this educational offer is a good support and that the personal and professional guidance provided to young people had a crucial role in their transitionLa transició a la vida activa dels joves amb baixa qualificació professional és un tema que preocupa als sistemes educatius europeus. Els programes “de segona oportunitat” intenten ajudar aquests joves a seguir diferents itineraris. L’objectiu de la investigació és conèixer si els programes de segona oportunitat que es van desenvolupar a Catalunya entre el 2009 al 2014 (PTT i FIAP) van ser una bona alternativa per a la transició formativa i professional dels alumnes sense graduat de secundària obligatòria. La tesi combina un estudi quantitatiu, basat en l’anàlisi de la documentació interna d’aquests programes, i un estudi qualitatiu basat en entrevistes als joves, les seves famílies, professorat i empresaris, i un grup de discussió amb tutors dels PTT i FIAP. Es conclou que aquesta oferta formativa constitueix un bon suport i que l’orientació personal i professional que es proporciona als joves té un paper clau per la seva transició
27
Tseng, Li-chen Jackie. "Private supplementary tutoring at the senior secondary level in Taiwan and Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057866.
Full text
28
Akers, John W. "A comparison of guided exploration and direct instruction computer tutors." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30996.
Full text
29
Barrow, Devon. "Assessing the Impact of Positive Feedback in Constraint-based Tutors." Thesis, University of Canterbury. Computer Science and Software Engineering, 2008. http://hdl.handle.net/10092/1244.
Full textAbstract:
Across many domains, Intelligent Tutoring Systems (ITSs) are used to facilitate practice, providing a customized learning environment and personal tutoring experience for students to learn at their own pace through effective student modeling and feedback. Most current ITSs are built around cognitive learning theories including Ohlsson's theory on learning from performance errors and Anderson's ACT theories of skill acquisition which focus primarily on providing negative feedback or corrective feedback, facilitating learning by correcting errors. Research into the behavior and methods used by expert tutors suggest that experienced tutors use positive feedback quite extensively and successfully. This research investigates positive feedback; learning by capturing and responding to correct behavior, supported by cognitive learning theories. The research aim is to develop and implement a systematic approach to delivering positive feedback in Intelligent Tutoring Systems, in particular SQL-Tutor, a constraint-based tutor which instructs users in the design of Structured Query Language (SQL) database queries. An evaluation study was conducted at the University of Canterbury involving a control group of students who used the original version of SQL-Tutor giving only negative feedback and an experimental group using the modified version of SQL-Tutor where both negative and positive feedback were given. Results of the study show that students learn quite similarly from one system to another, however those in the experimental group take significantly less time to solve the same number of problems, in fewer attempts compared to those in the control group. Students in the experimental group also learn approximately the same number of concepts as students in the control but in much less time. This indicates that positive feedback results in increased amount of learning over a shorter period of time and improves the effectiveness of learning in ITSs.
30
Syvanen, Carlyn. "Cross-age tutors: English as a Second Language students tutoring." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2481.
Full textAbstract:
The purpose of this study was to examine the effects of participation in a cross-age tutoring program on fourth and fifth grade English as a second language (ESL) students. The sixteen intermediate ESL students tutored first grade and kindergarten students in reading two days a week, for twenty minutes over a nineteen week period. It was hypothesized that tutors would improve their attitudes toward school and toward reading, that their perceptions of control would increase in the area of self control, and that they would make greater gains in reading achievement than other ESL students in their school. Tutors were interviewed to ascertain their attitudes toward school and toward school and toward reading. Classroom teachers completed surveys assessing their perceptions of the tutors' attitudes toward school and toward reading. These measures and The Multidimensional Measure of Children's Perceptions of Control were administered in both the fall and spring. The district annual achievement test was used to measure gains in reading achievement. The tutors in the study made gains in their perceptions of self control in the cognitive domain. Their attitudes toward reading improved, also. There was no change in the students' perceptions of control in the social domain. Their attitudes toward school improved, but the gain was not statistically significant. The students did not make greater gains in reading achievement than the control greater gains in reading achievement.
31
Tracy, Trinity. "Curriculum integration in one elementary afterschool program." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2449.
Full textAbstract:
Much educational research is currently devoted to determining the most effective instructional strategies for raising student achievement. The instructional strategy used in this study is curriculum integration, which is defined as the process of students and teachers collaboratively designing curriculum and studying real-world problems. The purpose of this study was to understand the implementation of curriculum integration with upper elementary school students in an afterschool program. For this study the guiding research question was "What are the dynamics of implementing curriculum integration with fourth through sixth graders in an afterschool program setting?" The subquestions were (1) What is the teacher's role in implementing curriculum integration in the program? (2) What is the role of student diversity in the implementation of curriculum integration in the program? (3) What is the role of the democratic classroom model in curriculum integration in the program? and (4) What is the role of college-age tutors in curriculum integration in the program? There are several factors to consider when examining a complex concept like curriculum integration. The study concluded that a number of conditions impact the success of implementing curriculum integration in an afterschool program for fourth to sixth graders, including the impact of the federal No Child Left Behind accountability act on the tutors', parents', and children's perceptions of the value of instructional activities that were not textbook-based and awareness of the importance of homework. The study concluded with eight recommendations for those who attempt to implement curriculum integration in an afterschool program. All stakeholders should understand the program's goals, and all program staff should have extensive training in curriculum integration and homework tutoring before and during the program's operation. Resources should be allocated with flexibility. Program evaluation should take into consideration factors not easily quantified. The program should meet daily for at least 3 hours at the school site. Ongoing supervision should prevent a lapse in program implementation. Program implementation should be considered on a continuum, with the goal being a fully implemented program. Mandatory staff meetings should be held each week. More research needs to be conducted on the full implementation of curriculum integration.
32
Johnson, Gary M. "The impact of teacher initiated tutoring on learning and retention in a math lab at Northeast Wisconsin Technical College Marinette campus." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998johnsong.pdf.
Full text
33
Fogaça, Junior Luiz Carlos. "TOTEM: modelo de Tutoria a Distância de Matemática para o Ensino Fundamental e Médio do Sistema Colégio Militar do Brasil." Universidade Federal de Juiz de Fora (UFJF), 2012. https://repositorio.ufjf.br/jspui/handle/ufjf/4710.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-29T12:38:25Z
No. of bitstreams: 1
luizcarlosfogacajunior.pdf: 906447 bytes, checksum: f4b244e212884d30ee3837b493bbf604 (MD5)Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-29T19:34:33Z (GMT) No. of bitstreams: 1 luizcarlosfogacajunior.pdf: 906447 bytes, checksum: f4b244e212884d30ee3837b493bbf604 (MD5)
Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-29T19:37:11Z (GMT) No. of bitstreams: 1 luizcarlosfogacajunior.pdf: 906447 bytes, checksum: f4b244e212884d30ee3837b493bbf604 (MD5)
Made available in DSpace on 2017-05-29T19:37:11Z (GMT). No. of bitstreams: 1 luizcarlosfogacajunior.pdf: 906447 bytes, checksum: f4b244e212884d30ee3837b493bbf604 (MD5) Previous issue date: 2012-06-18
Esta dissertação tem como objetivo propor um modelo de tutoria a distância em Matemática para os níveis de ensino Fundamental e Médio oferecidos pelo Colégio Militar de Manaus (CMM) aos filhos ou dependentes de militares das Forças Armadas (Marinha, Exército e Aeronáutica) que se encontram acompanhando seus pais, estando estes a serviço da Nação no exterior ou em regiões de fronteiras brasileiras onde não existe o ensino regular ou este deixa a desejar em qualidade, ou, ainda, a realidade específica de outros países implica em estrutura curricular diferente em relação ao Brasil. A proposta visa melhorar o modelo de tutoria a distância, exercido atualmente pelos professores da Seção de Ensino a Distância do CMM (SEAD/CMM). Nessa dissertação é proposto um novo perfil para os tutores a distância e presenciais e também um modelo de capacitação para os mesmos. A tutoria a distância será exercida por militares professores de Matemática do Quadro Complementar de Oficiais do Exército (QCO), que trabalham nos Colégios Militares, os quais integram o Sistema Colégio Militar do Brasil. Serão capacitados através da disciplina Tutoria a Distância, a ser ministrada na modalidade a distância pela SEAD/CMM durante o Curso de Formação Específica, da área de Magistério, da Escola de Formação Complementar do Exército, e posteriormente num processo de formação continuada. A proposta contempla ainda a formação do tutor presencial de apoio tecnológico, os papéis dos diferentes agentes, descrição dos polos de apoio presencial, entre outros.
This dissertation aims to propose a model of distance tutoring in Mathematic education for elementary and high schools levels offered by the Military School of Manaus (CMM) to sons or dependents of military personnel of the Military Forces (Navy, Army and Air Force). These kidas are accompanying theirs parents, who are in the service of the Nation abroad or in frontier regions in Brazil, where there is no regular education or that it is lacking in quality, or even the specific reality of other countries imply different curricular structure in relation to Brazil. The proposal is seeking to improve the mentoring model, currently exercised by teachers of the Distance Learning Section of the CMM (SEaD/CMM). We propose in this dissertation a new profile for the tutors, distance and in presence, as well as a qualification model for them. Distance tutoring will be taught by QCO militaries, who are Math teachers and work in the Military Schools, which integrate the Military Education System of Brazil. They will be trained through Distance Tutoring discipline to be offered by SEaD/CMM during the Training Course of Teaching Targeted Area, at School of Complementary Training of the Army, and later on in the process of continuing education. The proposal also includes the capability of the technology support tutor, the roles of different actors, description of the local presence support, among others.
34
Moore, Sarah Renee Edwards. "Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/359540.
Full textAbstract:
Literacy & LearnersPh.D.
This qualitative case study examined how volunteer tutors are interacting with at-risk adolescent ELL students in one-on-one tutoring sessions. This study also investigated how volunteer tutors are supporting vocabulary acquisition within tutoring sessions with adolescent ELLs. As a non-participant observer, I used ethnographic methods, including observations, interviews, and document analysis to understand how three tutors were interacting in sessions and how they were supporting vocabulary acquisition over seven weeks. The following questions guided the research: How do volunteer tutors interact in one-on-one tutoring sessions with at-risk adolescent ELLs? How are volunteer tutors supporting vocabulary acquisition for adolescent ELLs in one-on-one tutoring sessions? Data were analyzed to determine how volunteer tutors were interacting in sessions and supporting vocabulary. Six themes emerged to explain how tutors were interacting in sessions and three ‘a-priori’ themes explained how tutors were supporting vocabulary acquisition. The results of this study are used to inform schools who institute volunteer tutoring programs for at-risk populations, researchers interested in vocabulary acquisition and adolescent ELLs, and faculty or staff members who work with at-risk populations. Furthermore, recommendations for future research are discussed for the field of education.
Temple University--Theses
35
López, Ruiz Silvia. "Las tutorías individualizadas como instrumento de mediación : procedimientos lingüísticos y no lingüísticos susceptibles de fomentar procesos de autorregulación. Un estudio de caso." Doctoral thesis, Universitat Pompeu Fabra, 2013. http://hdl.handle.net/10803/129843.
Full textAbstract:
Partiendo de los principios de la pedagogía dialógica, planteamos la tutoría individualizada como una herramienta de mediación en el proceso de enseñanza-aprendizaje. El propósito es crear oportunidades a través del diálogo en las que el experto asista y oriente al alumno en su Zona de Desarrollo Próximo dirigiéndolo hacia la autorregulación. En este marco, elaboramos una acción pedagógica ‘autonomizadora’ cuyo objetivo es, por un lado, favorecer el aprendizaje reflexivo y la interacción y, por otro lado, transferir paulatinamente el control del aprendizaje al alumno.
El objetivo que nos planteamos en el presente estudio es experimentar y analizar la incidencia de las tutorías individualizadas como instrumento de mediación y, más concretamente, identificar las estrategias verbales y no verbales a las que recurre la tutora para que la alumna verbalice sus procesos de autorregulación durante las sesiones de tutoría.Rooted in the principles of dialoguing teaching, we propose the individualized tutorial as a tool for mediation in the teaching-learning process. The goal is to create opportunities for dialogue in which the expert plays the role of mediator, supporting and guiding the learner in their Proximal Development Zone and leading them towards self-regulation. Within this framework we develop a teaching practice based on autonomy and competence whose objective is, on the one hand, to encourage reflexive learning and interaction, and, on the other, to gradually transfer to the student control over their own learning. The objective of the present study is to analyse the role of individualized tutorials as a mediation tool and, more specifically, to identify the verbal and non-verbal strategies used by the tutor to encourage the student to verbalise her auto-regulation processes during the tutorial sessions.
36
Evert, Candice Elaine, and der Post Leda Van. "A model using Technological support for tutors in practical computing sessions." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12534.
Full textAbstract:
The starting point of this research is the observation that tutors in the Computing Sciences (CS) Department at NMMU require more support than they currently receive in order to be effective. This research project investigated how technology could be used to support tutors during practical sessions. Focus group discussions with tutors in the CS Department revealed that challenges exist which hinder them from effectively assisting students during practical sessions. Through analysis of focus group discussions and literature regarding the use of technology in education, it was determined that a tablet PC could be used to support tutors by providing on-demand access to practical content and answers to frequently asked questions. Existing models using technology in education to support either students or tutors in learning were investigated. A conceptual model using technology to support tutors during practical sessions was designed and proposed based on features of the existing models which were considered relevant to the CS context, and ways in which they could support tutors. Relevant features of the conceptual model include the system, purpose, boundary, key variables and best practices applied to the technological component of the model. During development of the model, these features were considered. In the context of the CS Department, a tablet PC tool was used by tutors as a means to support themselves and assist students during practical sessions. The tool is a component of the model which provides practical information. Each layer of the model’s three layer architecture was tested to ensure that the correct information is provided, on demand, to tutors during practical sessions. Positive results from a field study evaluation revealed that the conceptual model, using a tablet PC tool, could be applied to the CS context with the intention of supporting tutors during practical sessions.
37
Hagen, Andreas. "Advances in children's speech recognition with application to interactive literacy tutors." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3207739.
Full text
38
Tuttle, Shannon Nicole. "Transfer in the Writing Center: Tutors Facilitating Students' Understanding of Transfer." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8548.
Full textAbstract:
Transfer, a highly researched topic in composition studies, is a topic of increasing interest to those in writing center studies. Writing centers are an ideal location for the application of transfer because tutors can provide more opportunities for guided practice, application, reflection, and metacognition in a one-on-one setting; thus, students may learn more effectively, through application, the writing skills they may receive via instruction in their classrooms. Previous writing center studies have implemented transfer-focused curricula to help tutors better facilitate transfer in their tutorials. These curricula have focused on training tutors to understand and apply transfer to their tutorials, but they have not invited tutors to assess how transfer has impacted or influenced their previously learned tutoring strategies. Though researchers have lectured on transfer, incorporated activities to increase understanding of transfer, and required readings on transfer, we have not yet understood how tutors understand and value transfer in relation to their tutoring strategies and, more importantly, meeting student needs. The curriculum presented here builds on tutors’ prior knowledge about tutoring and builds in ample opportunities for tutors to engage with transfer theory, adapt their understanding into their tutoring, and reflect regularly on and assess their application of understanding transfer. This study examines tutors’ responses to the curriculum, one tutor’s tutorials throughout the duration of the curriculum, and one tutor’s discourse-based interview responses. The results of this study indicate that tutor involvement is vital to understanding what transfer looks like in the writing center and that writing centers will benefit from providing tutors with a broad understanding of transfer that tutors can then incorporate into their understanding of effective tutoring practices.
39
Tseng, Li-chen Jackie, and 曾麗珍. "Private supplementary tutoring at the senior secondary level in Taiwanand Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960492.
Full text
40
Watson, Siobhan Teresa. "“Identity Issues”: Tutor Identities, Training, and Writing Center Communities." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1343935367.
Full text
41
Hays, Elaine. "The genres of tutor training : searching for reflective practice /." View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3248229.
Full text
42
Howrey, Kim L. "The effectiveness of one on one tutoring and reading group intervention in first and second grade within Chapter One Reading Program /." View online, 1991. http://repository.eiu.edu/theses/docs/32211998754198.pdf.
Full text
43
Zhang, Wei, and 張薇. "Private supplementary tutoring received by grade 9 students in Chongqing, China : determinants of demand, and policy implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196487.
Full textAbstract:
This study examines multilevel factors that drive the demand for private supplementary tutoring among Grade 9 students in Mainland China. As in other parts of the world, private supplementary tutoring in academic subjects has become a major phenomenon in Mainland China. The growing demand is associated with the combined effect of factors at the system, institutional, household, and individual levels. The thesis draws on data collected through a mixed-methods approach in Chongqing which, with a population of 29 million, is the largest of China’s semi-autonomous municipalities.
Three major steps were taken to serve the purpose of the research. First, the author analyzed questionnaire responses from students and parents about the features of tutoring received by the sampled students and related factors. Second, descriptive statistics were analyzed to speculate on the links between background factors of the sampled students and their participation in tutoring. Binary logistic regression was further performed to assess the most significant determinants of the probability of participation, using the background factors as predictors. Third, on the basis of the above, data collected through interviews and case studies with various stakeholders were analyzed to explain how factors at multiple levels shaped the demand patterns.
The findings allowed the thesis to develop a model of key determinants of demand for tutoring. The model includes macro-level factors such as educational policies, high-stakes examinations, and the traditions of a Confucian culture. At the institutional level, school type was the strongest predictor of participation. Students sampled in the key schools in the metropolitan area were about five times more likely to receive tutoring than those in the remote rural schools. At the household and individual levels, the students’ socioeconomic status and academic aspirations had significant and positive effects on their likelihood of receiving tutoring.
According to the study, over 90% of the students receiving tutoring were tutored by mainstream teachers. This feature, which reflected both students’ demand for tutoring and teachers’ desires to supply it, shaped power relations in the schools. The links between power relations and the patterns of demand for tutoring were investigated through social theories on power bases.
The thesis contributes to research in a wider context by refining understanding of the nature of shadow education and by developing theories on the demand for tutoring from a Chinese perspective. It documents teachers’ involvement in private tutoring through the lens of power relations. The research findings have practical implications for policymakers and planners, school leaders, and families in making educational decisions.published_or_final_version
Education
Doctoral
Doctor of Philosophy
44
Turner, Dana Margo. "Intersections of hope : the stories of Christina and Mark and an after-school tutoring intervention /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full text
45
Candau, Olivier-Serge. "Les alternances de langues en Accompagnement Personnalisé : des situations éducatives aux processus interactionnels : L’exemple de Saint-Martin." Thesis, Antilles, 2015. http://www.theses.fr/2015ANTI0003/document.
Full textAbstract:
Ce travail présente une étude exploratoire de la mise en œuvre d’un dispositif pédagogique particulier (l’Accompagnement Personnalisé) en contexte scolaire (lycée public) en territoire français multilingue d’outre-mer (Saint-Martin). S’il paraît aujourd’hui difficile de penser la didactique sans recourir à une approche linguistique, il va sans dire que l’exemple de la Réforme des Lycées en France en 2010 en renouvelle considérablement la portée. Cette Réforme vise à favoriser la mise en place de nouveaux dispositifs pédagogiques par les équipes éducatives afin d’aider les élèves dans leur cursus scolaire. L’Accompagnement Personnalisé est intégré à l’emploi du temps des élèves au même titre que les autres matières d’enseignement, et relève d’un apprentissage obligatoire et fédéré de droit aux exigences curriculaires. La priorité de ce dispositif est d’assurer la gestion des changements que représente le passage du collège au lycée notamment en classe de Seconde. L’Accompagnement Personnalisé implique le recours à une polyvalence des outils et des supports didactiques lors des soixante-douze heures annuelles dispensées aux élèves, regroupés dans des effectifs réduits, à raison de deux heures hebdomadaires. L’ensemble des prescriptions de la Réforme résulte d’un programme dont la prise en charge dans un contexte socioculturel et linguistique spécifique en renouvelle le contenu. En l’occurrence, l’île franco-néerlandaise de Saint-Martin, dont la partie nord est désormais Collectivité d’Outre-Mer (COM) de la République française depuis 2007 se caractérise par une situation de multilinguisme (anglais, créole, espagnol, français) et pose la question des stratégies pédagogiques et didactiques à adopter dans le cadre de l’enseignement en général, et plus particulièrement du français dans les dispositifs de soutien scolaire. La prise en compte des spécificités langagières du public saint-martinois infléchit les pratiques possibles en invitant à un nouveau positionnement quant à la définition des finalités de tout accompagnement de l’élève plurilingue au sein de sa scolarisation.Cette étude vise à modéliser les rapports peut-être problématiques entre processus interactionnels et situations éducatives. Il s’agit à travers l’exemple de l’Accompagnement Personnalisé, de décrire comment le contenu d’enseignement, l’activité enseignante et celle de l’élève bouleversent le modèle didactique systématique, en lui imposant dans ce contexte multilingue d’enseignement, de nouveaux défis. L’enjeu de cette étude est ainsi de rendre compte de la façon dont les participants (enseignants et élèves) peuvent réorienter praxéologiquement leur point de vue en mobilisant un ensemble de ressources langagières ou non afin de produire des décisions et des réactions les uns face aux autres. La réglementation de l’Accompagnement Personnalisé délimite un faisceau de scenarii pédagogiques où la construction des actions et l’identité des acteurs se jouent dans une interaction permanente entre les prescriptions officielles et le contexte multilingue au travers d’une négociation entre enseignant(s) et élèves. Cette étude s’appuie en particulier sur trois objectifs spécifiques : - délimiter la contextualisation à travers laquelle se construit l’éducation à Saint-Martin ; - recenser un panorama des représentations associées au plurilinguisme des élèves ; - se demander dans quelle mesure l’Accompagnement Personnalisé peut-être un lieu plus ou moins favorable à l’expression du plurilinguisme et aux apprentissagesThis work presents an exploratory study of the implementation of the Accompagnement Personnalisé, a particular pedagogic measure used in a public high school in the multilingual French Overseas Territory of Saint-Martin, which provides a personalized programme for the pupils through individual support and mentoring. If nowadays it seems difficult to conceive of education without recourse to a linguistic approach, it goes without saying that the example of the Réforme des Lycées [High School Reform] in France (2010) broadens the scope considerably. This Réforme aims to promote the implementation of new pedagogic methods by the educational teams in order to help the pupils in their schooling. The Accompagnement Personnalisé is integrated into the pupils’ timetable on the same terms as the other subjects, and is part of the compulsory and legally enforced curricular demands. The main aim of the system is to ensure the management of transitions such as the passage from collège [secondary school] to lycée [high school], in particular into the first year of high school at 15-16 years old. The Accompagnement Personnalisé involves the use of a range of educational tools and resources during the seventy-two hours of taught periods allocated to the pupils each year, during which they are regrouped into smaller classes for two hours a week. All the dictates of the Réforme are the result of a larger programme rolled out in a specific sociocultural and linguistic context in which it plays a major part. In this case, the French-Dutch island of Saint-Martin, of which the northern part has been a French Overseas Collectivity since 2007, is characterised by a multilingual environment (English, Creoles, Spanish, French) and presents the question of which educational and didactic strategies to adopt within the framework of teaching in general, and of teaching French in particular. This consideration of the linguistic peculiarities of the Saint-Martinese population influences the choice of practices, and requires a new standpoint in terms of the definition of what any accompagnement [support] of the multilingual pupil aims to achieve within the context of their schooling.The aim of this study is to model the potentially problematic relationships between interactional processes and educative situations. Through the example of the Accompagnement Personnalisé, this study describes how the teaching content, teacher activity and pupil activity disrupt the systematic didactic model, by presenting it with new challenges when taught within this multilingual context. The challenge of this study is therefore to discover the ways in which the participants (teachers and pupils) are able to position their point of view praxeologically by bringing into play, or not, a collection of language resources in order to produce the required decisions and responses. The regulation of the Accompagnement Personnalisé delimits an accumulation of pedagogic scenarii in which the construction of the actors’ actions and identity are performed in a permanent interaction between the official requirements and the multilingual context through negotiation between teacher(s) and pupils. This study focuses particularly on three specific objectives: - to delimit the school context in which education on Saint-Martin is constructed ; - to record an overview of the representations associated with the multilingualism of the pupils ; - to explore the extent to which the Accompagnement Personnalisé may be a more favourable site for the expression of multilingualism
46
Burke, Anthony. "Facilitating lifelong learning : adult basic education tutors in the Republic of Ireland." Thesis, University of Strathclyde, 2003. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21624.
Full textAbstract:
This dissertation explores adult basic education in the Republic of Ireland. ABE is seen to be closely related to international interest in the notion of lifelong learning. The literature surrounding this notion is reviewed in detail in order to outline a conception of ABE that is both appropriate to the Irish context and wider international concern. Recent developments have led to increased Government funding, recognition and a commitment under the National Development Plan 2000-2006 to expand the ABE service within the Republic. It is argued however that this plan is not entirely coherent and that there is a dearth of research about and within the service. This dissertation aims to outline the extent of that incoherence and to go someway towards remedying the purported dearth. The first research element of the dissertation is a survey of ABE practitioners and follow up interviews. This highlights priority issues for the service and provides an overview of the way the service is currently and could in the future be organised. The second element concerns government policy towards ABE. There appears to be a shift in focus from a holistic approach to a more economic one. From what is discovered from the survey, interviews, literature review and policy critique an attempt is made to make recommendations for future development and future areas of research in the Irish context.
47
Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.
Full text
48
Nzima, Ibrahimu. "Competence-based Curriculum (CBC) in Tanzania : Tutors' Understanding and their Instructional Practices." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48649.
Full textAbstract:
The overall aim of the study is to investigate tutors’ understanding of a competence-based curriculum (CBC) and how they train the student-teachers to implement CBC in actual classroom situations in ordinary level (O-level) secondary schools in Tanzania. The study employed a qualitative research approach informed by the interpretive paradigm. It involved a total of 12 methodology tutors. The tutors were purposively and conveniently selected from four teachers’ colleges in Tanzania that offer the Diploma in Secondary Education. Data were generated through semi-structured interviews, classroom observations, and document review methods. Deductive and inductive approaches as well as the hermeneutic phenomenology tradition informed data analysis and interpretations, respectively. The findings, in brief, reveal that in certain respects tutors understand CBC in relatively different ways and thus give it different meanings. Two main understandings with regard to CBC’s meaning and intentions are identified: CBC as an application-oriented curriculum and CBC as an activity-based curriculum. In the former, CBC is understood as a curriculum emphasising the building of learners’ ability to become practical, creative, and applying the skills they receive to solving real problems in daily life and become functional in society. In the latter, CBC is understood as nothing but a curriculum emphasising learning through activities in the classroom. The key difference between the two categories of understanding is that, in the latter category, tutors are less sensitive to applying what is learned beyond classroom and subject contexts. As for reasons for the CBC introduction in Tanzania, five categories of understanding are identified, such as education being too theoretical, coping with global trends, the desire for a creative and independent generation, external influences, and poor academic performance. Interestingly, all tutors held an understanding that the teaching approaches relevant for CBC are learner-centred approaches. Moreover, the findings reveal that tutors’ instructional practices contradicted their understanding of CBC as a curriculum that basically emphasises invisible pedagogic practices. The tutors’ instructional practices could be described as more teacher-centred, theoretical, and maintaining instructions of an authoritarian, rather than a learner-centred character, as the new curricula seem to emphasise. Lecture-dominated instructions characterised by strong framing and classification are the norm. The findings of tutors’ understandings and their instructional practices can be attributed to the various contextual factors coined as administrative, pedagogical, and physical and ecological factors. The results show that contextual cues are possibly more powerful factors to explain tutors’ instructional practices and they may thus need to be accorded due attention. The tutors proposed some conditions to establish a long-term framework for tutor learning to support educational change. The tutors’ ideas are theorized in a framework constituting a combination of such conditions as reflection, community, conceptual inputs, action, and an institution dealing with education change.Abstract (svenska) Avhandlingens övergripande syfte är att undersöka hur lärarutbildare uppfattar en kompetensbaserad läroplan (competence-based curriculum, CBC) och hur de utbildar sina lärarkandidater att realisera den i klassrumssituationer i grundskolan i Tanzania. I avhandlingen användes en kvalitativ forskningsansats grundad i ett tolkande paradigm. Den omfattar totalt 12 metodiklärare. Urvalet av lärarutbildare gjordes medvetet från fyra lärarhögskolor i Tanzania som erbjuder ämneslärarexamen. Data genererades genom semistrukturerade intervjuer, klassrumsobservationer och metoder för dokumentgranskning. Deduktiva och induktiva tillvägagångssätt tillsammans med traditionell hermeneutisk fenomenologi har legat till grund för analys och tolkning. Resultatet visar att lärarutbildarna i vissa avseenden skiljer sig åt i sina uppfattningar om CBC och att deras tolkning av dess innebörd skiftar. Två huvudsakliga uppfattningar om meningen och avsikterna med CBC har identifierats: dels CBC som tillämpningsinriktad läroplan, dels CBC som tillämpningsbaserad läroplan. I den förra uppfattas CBC som en läroplan som betonar uppbyggnaden av studenternas förmåga att arbeta praktiskt och kreativt och att tillämpa de färdigheter de erhållit för att lösa verkliga problem i vardagen och fungera i samhället. Enligt den senare uppfattningen utgör CBC enbart en läroplan som betonar inlärning genom aktiviteter inom klassrummets ram. Den väsentliga skillnaden mellan de två kategorierna är att lärarutbildarna i den senare är mindre mottagliga för att tillämpa vad de lärt sig utanför klassrummets och ämnets kontexter. Vad beträffar motiven för införandet av CBC i Tanzania har fem skäl identifierats, nämligen att: utbildningen är för teoretisk, att den ska anknyta till globala trender, att den strävar efter att forma en kreativ och självständig generation, att den har påverkats utifrån, och att de akademiska prestationerna är för svaga. Intressant nog delade alla lärarutbildare uppfattningen att de undervisningsstrategier som är relevanta för CBC är de som är elevcentrerade. Dessutom visar resultaten att lärarutbildarnas undervisningspraktik motsäger deras uppfattning om CBC som en läroplan som främst betonar en osynlig pedagogisk praktik. Lärarutbildarnas undervisningspraktik kan beskrivas som mer lärarcentrerad och teoretisk med bibehållande av en auktoritativ hållning snarare än den mer elevcentrerade som de nya läroplanerna framhåller. Normen i lärarutbildarnas praktik utgörs av en undervisning som domineras av föreläsningar inom fastställda ramar och klassifikationer. Slutsatsen beträffande lärarutbildarnas uppfattningar och undervisningspraktik kan tillskrivas olika kontextuella faktorer såsom administrativa, pedagogiska samt fysiska och ekologiska. Kontextuella aspekter förklarar eventuellt en större del av hur lärarutbildarnas undervisningspraktik ser ut, och dessa aspekter bör ges vederbörlig uppmärksamhet. Lärarutbildarna föreslog själva vissa förutsättningar för att upprätta långsiktiga ramar till stöd för deras eget lärande om att stödja förändringar i utbildningen. Uppfattningarna hos lärarutbildarna har teoretiserats inom en ram som utgör en kombination av förutsättningar som reflektion, gemenskap, begreppstillskott, handlande, samt en organisation som kan handskas med förändringar i utbildningen.
49
Ponte, Felipe TeÃfilo. "Restructuring temporality labour in the experience of teachers tutors of online education." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15919.
Full textAbstract:
This study was conducted between 2013 and 2015, with the search field the scope of the Distance Learning online and type as the subjects participating Letters Course tutors (Portuguese-English-Spanish) of an institution of public higher education. The objective of this study was to investigate how online education teachers experience resizing the labor temporality. Through qualitative approach, focusing on speeches by professionals in question, spoke about the relationship between the categories of time and effort in order to critically analyze the changes in the working structure and the repercussions that these changes produced in the constitutions subjective workers. By applying semi-structured interviews and methodological resource of hermeneutics social discourse analysis, analyzed how these professionals build and reproduce the temporal system in their work activities. The speeches of the participants highlighted a labor configuration demarcated by a temporal variability and the absence of a time of rigid and inflexible work. In addition, there was a work temporality that is diluted to other social times past, in most cases, to interfere in the daily lives of these professionals. Signs of insecurity emerged in the speeches of tutors such as: accumulation of tasks, fast-paced and intense speed of work, demand for versatility, versatility and flexibility, work devaluation, not professionalization, stretching labor hours. As a result of this study, it was found, then the professor of online education a social agent that explicit in your reality the imperatives of the flexible mechanisms of production.Este estudo foi realizado entre os anos de 2013 e 2015, tendo como campo de pesquisa o Ãmbito da EducaÃÃo a DistÃncia do tipo on-line e como sujeitos participantes os professores tutores do Curso de Letras (PortuguÃs-InglÃs-Espanhol) de uma InstituiÃÃo de Ensino Superior PÃblica. O objetivo deste estudo foi investigar como os professores da educaÃÃo on-line vivenciam o redimensionamento da temporalidade laboral. Por meio da abordagem qualitativa, com enfoque nos discursos dos profissionais em questÃo, discorreu-se sobre a articulaÃÃo entre as categorias tempo e trabalho, a fim de analisar criticamente as mudanÃas na estrutura de trabalho, bem como as repercussÃes que essas transformaÃÃes produziram nas constituiÃÃes subjetivas dos trabalhadores. Mediante a aplicaÃÃo de entrevista semiestruturada e do recurso metodolÃgico da anÃlise sociohermenÃutica do discurso, analisou-se como esses profissionais constroem e reproduzem o sistema temporal em suas atividades laborais. As falas dos participantes ressaltam uma configuraÃÃo laboral demarcada por uma variabilidade temporal e pela ausÃncia de um tempo de trabalho rÃgido e inflexÃvel. AlÃm disso, observou-se uma temporalidade de trabalho que se dilui para outros tempos sociais passando, na maioria das vezes, a interferir no cotidiano desses sujeitos. IndÃcios de precarizaÃÃo e precariedade emergiram nos discursos dos professores tutores, tais como: acumulaÃÃo de tarefas, ritmo acelerado e intensa velocidade de trabalho, exigÃncia de polivalÃncia, versatilidade e flexibilidade, desqualficaÃÃo do trabalho, desprofissionalizaÃÃo, alongamento das jornadas laborais. Como fruto deste estudo, encontrou-se, entÃo, no professor da educaÃÃo on-line um agente social que explicita em sua realidade os imperativos dos mecanismos flexÃveis de produÃÃo.
50
Koontse, Reuben Double. "The role of tutors in the effectiveness of cooperative learning physics tutorials." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/6531.
Full textAbstract:
Includes bibliographical references (leaves 104-108).Group problem solving tutorials have been in lise in the Department of Physics at the University of Cape Town for more than a decade. They are implemented with the belief that students have the opportunity to develop problem-solving skills through interacting with each other, and are able to make sense of physics concepts through conversation and reasoning with their peers. These problem solving sessions are supervised by tutors who are typically postgraduate students. The present project focused on understanding the role that these tutors play in facilitating learning in cooperative problem solving physics tutorials, and explored the factors that result in a group of students deciding to call a tutor, the different ways in which tutors interact with a group of students, and the factors which are related to the intervention of tutors that affect the learning outcomes in a physics cooperative learning session.