Rozprawy doktorskie: „Peer-group tutoring of students”

1

Fudge, Irene. "Peer tutoring programs". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36121.pdf.

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Cheung, Chun-chun. "A comparison of the effects of two approaches : classwide peer tutoring & classwide peer tutoring without reinforcement on the spelling performance in integrated science /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597973.

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Cheung, Ming-kam Thomas. "Peer tutoring with hearing impaired special school pupils". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627607.

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Lee, Wing-ho Rico. "Classwide peer tutoring student perception and effectiveness /". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963420.

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Breslin, James D. "SOCIAL LEARNING IN THE CO-CURRICULUM: EXPLORING GROUP PEER TUTORING IN COLLEGE". UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/23.

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In a time of upheaval in American higher education, student retention continues to be a chief concern on most campuses. Peer tutoring, like other peer-based programming, is asked to serve multiple functions as a low-cost, high-impact model. This study explored the cultures of these semi-structured, co-curricular, academic-social spaces and sought to understand what happens in a group peer tutoring context that impacts students. Data was generated with students on two campuses during the spring 2014 semester using a two-phase qualitative approach. Data generating activities included observation of students and peer tutors in the tutoring spaces on each campus. The second phase of data generation included focus groups with more than 30 students on each campus. Findings suggest that the student participants on these two campuses conceive of tutoring spaces as unique, that they engage with their peers in such contexts differently than they do in other places, and that programmatic structures may influence the outcomes they achieve. Implications range from contributions to more nuanced understanding of social learning theory to the critical importance of vulnerability in student help-seeking behavior.

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Chen, Elaine. "Mildly mentally handicapped peers as tutors in a social skills program for autistic children". Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626019.

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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.

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Ng, Yuk-fai Margaret. "The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technical school". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595708.

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Villareal, Donna M. "A systematic replication to determine the academic effects of peer tutoring for the tutor". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1122549884.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xix, 271 p.; also includes graphics. Includes bibliographical references (p. 217-226). Available online via OhioLINK's ETD Center

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Cheung, Ming-kam Thomas, i 張明錦. "Peer tutoring with hearing impaired special school pupils". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627607.

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Merriman, Carolyn S., P. Ramsey i S. Blowers. "Peer Mentoring and Peer Tutoring for Disadvantaged Students". Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8460.

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Antil, Laurence R. "Teacher receptivity to peer tutoring /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7927.

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Kiarie, Mary Wanjiru. "The differential effects of peer tutoring and peer tutoring with a group contingency on the spelling performance and disruptive behavior of fourth-grade students in a general education classroom". Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1042554721.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xiv, 208 p.: ill. Includes abstract and vita. Advisor: Gwendolyn Cartledge, College of Education. Includes bibliographical references (p. 157-174).

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Persico, Marilyn Anne Wybrandt. "An evaluation of a school based peer tutoring program /". Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11626288.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables. Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 90-91).

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Chan, Sing-fai. "A study of collaborative learning in biology". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264604.

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Chow, Wai-bing Theresa. "A case study on pupils' perception of peer counselling". [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16062528.

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Halverson, Paula Dee. "The effects of peer tutoring on sport skill analytic ability /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541710629.

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Lee, Wing-ho Rico, i 李永浩. "Classwide peer tutoring: student perception and effectiveness". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963420.

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Soboleva, Yelyzaveta. "The Effects of Nursing School Peer Tutoring on Tutors". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/567.

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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.

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20

Wong, King-shan Ronica. "The effectiveness of peer correction in reducing mistakes in English compositions by S.5 students". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31961186.

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Ching-pong, Lee. "A study of peer collaboration in developing conceptual understanding of plant nutrition". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2130421X.

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Ng, Kar-man Raymond. "Revision in the ESL composition class a study of the effectiveness of peer feedback /". Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626317.

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Grimm, Kathleen Anne. "Buddy reading from a multi-dimensional perspective". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34526.pdf.

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Ghosh, Sanjukta. "Peer feedback and self review in ESL writing of Chinese students". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883845.

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Cheung, Ching-yee Cecilia, i 張靜儀. "One to one cross-age peer tutoring and same-age peer tutoring in English dictation: a comparative study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956361.

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Chung, Man-ngai Danny. "A peer support programme in a secondary school : a case study /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752212.

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Chau, Wai-che. "The effectiveness of student discussion in primary 6 mathematics lessons". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35325914.

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Lam, Wing-sze Amy. "An action research project to explore the effects of collaborative learning on students' writing quality and their conceptions of writing". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709259.

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Olson, Peter Christopher. "Weaker readers as experts the effects of preferential instruction on the fluency improvement of lower-performing student tutors /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835487741&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Eryılmaz, Hülya. "The effect of peer instruction on high school students' achievement and attıtudes toward physics". Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12604702/index.pdf.

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Hannah, Deborah C. "Attitudinal study the interaction of students taking calculus and prerequisite courses while participating in peer tutorials /". unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04232008-015934/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Christine D. Thomas, committee chair; Miles Anthony Irving, Pier Junor Clarke, Marti Singer, committee members. Electronic text (138 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed Aug. 15, 2008. Includes bibliographical references (p. 116-124).

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32

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.

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ODDO, MARIA ROSE. "RECIPROCAL PEER TUTORING USING REPEATED READING: A SYSTEMATIC REPLICATION USING SMALL GROUPS OF STUDENTS". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195237912.

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Cheung, Chun-chun, i 張珍珍. "A comparison of the effects of two approaches: classwide peer tutoring & classwide peer tutoring withoutreinforcement on the spelling performance in integrated science". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958552.

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Hui, Nai-pun. "An experimental study on learning of Pascal looping construct". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058044.

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Lau, Wing-shuen Erica. "The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791224.

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Thomas, Paul Simon Public Health &amp Community Medicine Faculty of Medicine UNSW. "Vertical and horizontal methods of peer learning in clinical examination skills". Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2003. http://handle.unsw.edu.au/1959.4/19370.

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Peer-learning enhances the learning experience of students, but little research in this area has studied medical students developing their clinical physical examination skills. This thesis describes two peer-learning processes to aid this skill development: peer???learning from advanced beginners to novices (vertical); and peer-to-peer learning (horizontal). The hypothesis was that the process would be effective and acceptable to tutors and tutees. Vertical Peer Teaching: After a successful pilot scheme using junior doctors to tutor medical students, senior medical students were engaged as tutors as the junior doctors were too busy. Following instruction in tutoring and defining teaching topics, they taught a group of junior students. Evaluation of both groups was by summative clinical examination scores, by interviews and questionnaires. Scores were compared with non-participating control subjects. Tutors showed a significantly superior examination performance compared with the control group. Tutees showed a non-significant improvement. Tutors considered their skills had improved, with increased confidence in both performance and teaching, particularly in the communication and metacognitive domains. Tutees indicated the process to be very useful, with increased opportunity for feedback and questioning. There was little evidence of a reduction in the barriers between the years, perhaps because the student tutors were viewed in the traditional role of 'experts' . Horizontal Peer Teaching: Same-level dyads using a videotaped examination skill and script were assessed by summative examination and subjectively. These skills showed a significant improvement when compared to a control group. Despite this effect and many positive aspects reported, there were some concerns with the process. Students felt that a videotape and a peer instead of an ???expert??? was not as good as a traditional tutorial. In conclusion, the peer-learning was successful in several domains. Vertical peer-learning was accepted by both tutors and tutees, and horizontal-peer learning had a positive influence upon examination results. Vertical peer-learning appears to conform to students??? expectations of the inequality between beginners and tutors who are advanced beginners or experts, while horizontal peer-learning is more challenging, even though it is effective. The latter may need careful introduction for the process to be acceptable to students.

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Udaka, Itsuko Jaime. "Cross-age peer tutoring in dialogic reading effects on the language development of young children /". Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/127/.

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Egloffstein, Marc. "Offenes Peer Tutoring in der Hochschule". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-76382.

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Dieser Beitrag beschreibt ein offenes Peer-Tutoring-Konzept, in dem studentische Tutoren die Betreuung von Studienanfängern im Kontext einer onlinebasierten Einführungsveranstaltung selbstorganisiert gestalten. Nach einem Überblick über Betreuungsbedarfe und alternative Betreuungsmodelle im Hochschulbereich werden konzeptionelle Grundlagen, Kontext, Ziele und Ausgestaltung des tutoriellen Betreuungsmodells vorgestellt. Auf Basis einer explorativen Analyse der Tutorentätigkeiten mit Hilfe eines Tagebuch-Verfahrens werden Implikationen für die Gestaltung offener Tutorenkonzepte diskutiert.

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Hunter, Monica Middleton Renée A. "The effects of peer tutoring and group counseling on academic achievement and behavior of at-risk junior high males". Auburn, Ala., 2005. http://hdl.handle.net/10415/1279.

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41

Kiarie, Mary Wanjiru. "The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1042554721.

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Faircloth, Dale R. "Evaluation of pastoral peer learning groups and the application of principles in a south Florida context". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Morais, Mariana Lopes de. "Limites e possibilidades da psicologia genética no aspecto do desenvolvimento moral para a aprendizagem cooperativa /". Marília, 2019. http://hdl.handle.net/11449/180700.

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Orientadora: Patrícia Unger Raphael Bataglia
Banca: Alessandra de Morais
Banca: Rita Melissa Lepre
Resumo: Pensando na Educação que atualmente vigora nas escolas, vê-se que esta não atende a uma formação humana integral, de forma que acaba sendo resumida a um conjunto de conteúdos, compartimentados em disciplinas. Para a construção da autonomia moral percebemos a necessidade de um ambiente sociomoral cooperativo, onde vigore uma postura não autoritária, relacional, cooperativa e de respeito mútuo, tal como uma gestão democrática, fatores esses preconizados por Piaget em suas obras e vários outros autores contemporâneos. A presente investigação tem por objetivo levantar os trabalhos com a temática da Aprendizagem Cooperativa (A.C.) relacionando-a com a autonomia moral e buscando na Psicologia Genética as bases que sustentem essa proposta e suas técnicas. Optou-se pela realização de uma revisão e pesquisa bibliográfica por se tratar de um tema pouco investigado no âmbito brasileiro, sendo que a busca foi efetuada em duas bases de dados, no Portal de Periódicos da Capes e no SAGE Journal. Realizou-se uma categorização das produções em três eixos, a saber: 1) Utilização da Aprendizagem Cooperativa como ferramenta didáticometodológica de ensino, 2) Efeitos da Aprendizagem Cooperativa no ambiente escolar e 3) Utilização da Aprendizagem Cooperativa na formação continuada de professores. A Aprendizagem Cooperativaécompreendida como um conjunto de métodos e técnicas, e sua principal característica é a atuação em pequenos grupos heterogêneos, em que estudantes trabalham conjuntamente, objet... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Thinking about the education that currently exists in schools, we can see that it does not attend to an integral human formation, so that it ends up being summarized to a set of contents, compartmentalized in disciplines. For the construction of moral autonomy, we perceive the need for a cooperative sociomoral environment, in which a non-authoritarian, relational, cooperative and mutually respectful stance is maintained, as is a democratic management, which Piaget has recommended in his works and several other contemporary authors. The present research aims to research the work with Cooperative Learning (C.L.), relating it to moral autonomy and searching in Genetic Psychology for the bases that support this proposal and its techniques. It was decided to carry out a review and bibliographical research because it is a topic that has not been investigated in Brazil, and the search was carried out in two databases, in the Capes Journal Portal and in the SAGE Journal. The production categorization was carried out in three axes, namely: 1) Use of Cooperative Learning as a didactic-methodological teaching tool; 2) Effects of Cooperative Learning in the school environment; and 3) Use of Cooperative Learning in the continuous training of teachers. The Cooperative Learning is understood as a set of methods and techniques, and its main characteristic is the performance in small heterogeneous groups, in which students work together, aiming at the maximization of their learning in a mutua... (Complete abstract click electronic access below)
Mestre

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Niu, Rui. "Learning to leave no one behind peer-initiated professional development and the teaching of English language learners /". Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of Curriculum, Teaching and Educational Policy, 2008.
Title from PDF t.p. (viewed on July 13, 2009) Includes bibliographical references (p. 281-291). Also issued in print.

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Leung, Kin-fun Grace. "Fluency and group work among secondary ESL learners in Hong Kong : a case study /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25921307.

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Nobel, Michele McMahon. "Effects of classwide peer tutoring on the acquisition, maintenance, and generalization of science vocabulary words for seventh grade students with learning disabilities and/or low achievement". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124116860.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xv, 328 p.; also includes graphics (some col.). Includes bibliographical references (p. 238-249). Available online via OhioLINK's ETD Center

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Merriman, Carolyn S., P. Ramsey i S. Blowers. "Peer Tutoring Models That Enhance Nursing Student Success". Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/8456.

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Al-Hassan, Suha. "Reciprocal peer tutoring effect on high frequency sight word learning, retention, and generalization of first- and second-grade urban elementary school students". Columbus, Ohio Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1067541937.

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Thesis (Ph.D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 207 p.; also includes graphics. Includes abstract and vita. Advisor: Ralph Gardner, College of Education. Includes bibliographical references (p. 157-172).

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Chow, Wai-bing Theresa, i 周蕙冰. "A case study on pupils' perception of peer counselling". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957791.

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Hennings, John. "A didactic analysis of student learning in the reciprocal style of teaching". Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939245911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Rozprawy doktorskie na temat „Peer-group tutoring of students”

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