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1.
Paul Nwati Munje Robert Doya Nanima 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):336-353
ABSTRACTPeer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions student-focused and productive. The nature of questions influences the outcomes of the tutorials, yet research has not devoted sufficient time to unpacking what form this questioning takes, and the potential value for students and tutors. This paper explores the kinds of questions asked, the challenges posed to students and tutors, and implications for the learning process. Tutors’ experiences during tutorials and their reflections in written reports are used to unpack and explore questioning in tutorials. The paper highlights questioning as relevant in writing centre spaces due to its central role in shaping student learning about writing. The findings have relevance for peer tutoring in higher education generally, and indicate the importance of peer tutors learning to use questions to engage effectively with students. 相似文献
2.
Pauline Ghenghesh 《Journal of Further & Higher Education》2018,42(4):570-584
Personal tutoring is considered to be an important support mechanism for students in higher education. However, the existing personal tutoring system at the British University in Egypt has needed for quite some time to be reviewed and improved as anecdotal evidence suggests that it is ineffective. This article therefore aims to identify the factors affecting the personal tutoring system at the university. Data were gathered from four sources: (1) a tutor questionnaire, (2) semi-structured interviews with personal tutors, (3) semi-structured interviews with teaching assistants, and (4) focus group meetings with students. The results indicated a number of factors affecting the personal tutoring system: the students’ lack of awareness of the system and personal tutor role, lack of contact and meetings between both parties, the ‘buy in’ of tutors and tutees, the qualities of the tutors, and the time taken to disseminate information on the system to tutees. It is recommended that the existing personal tutoring system be replaced with a personal tutoring unit within each faculty and that the university establish a central support system for students with learning disabilities and also a counselling service. 相似文献
3.
In Spain, each student class is assigned a tutor teacher who is also responsible for individually following their tutoring students’ performance, guiding them in personal issues and regularly meeting their families. Although tutors may suppose an important support for students during their school life, their close personal relationship may also influence the teaching and learning process in additional ways. This research analyses whether the fact that the tutor teaches a particular subject makes any difference in students’ academic achievement in that subject and if this differential achievement is conditioned by tutor-student/family relationship or not (being a possible over/under-marking). With this objective we employ a rich administrative census database from the most populated region of Spain (Andalusia), using student fixed-effects within-students between-school subjects. Our main results show that tutors seem to be only slightly inclined to over-mark their tutoring students, being this small bias conditioned by their relationship with the student. 相似文献
4.
Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to the more experienced tutors. This study focused on improving the outcomes of cross-age tutoring for tutees by providing tutors with a tutor training session that emphasised knowledge-building instead of knowledge-telling. The tutors learned to encourage tutees’ autonomy, competence and active knowledge construction. In a quasi-experimental design, an experimental group of 74 tutors, who were 8th-grade secondary school students, received the tutor training in knowledge-building, and a control group of 82 tutors received no training. The students in both groups subsequently tutored 583 3rd-grade primary school students in small groups on elementary aspects of electric circuits. The tutoring process was videotaped and coded. Trained tutors showed more knowledge-building and less knowledge-telling behaviour. In the tutoring interaction with trained tutors, tutees showed more active behaviour and tutors showed more restrained behaviour. Tutees coached by trained tutors reported more experiences of autonomy, competence, and intrinsic motivation and learned more than tutees instructed by untrained tutors. The study showed that cross-age tutoring can be improved by providing tutors with training that focused on knowledge-building. 相似文献
5.
Annabel T. Yale 《Journal of Further & Higher Education》2019,43(4):533-544
The personal tutor plays a key role in the student experience at university, and personal tutoring embodies the student relationship with the university, suggesting that it has the potential to provide insights beyond that specific relationship to the institution and higher education context. A focus session with first year undergraduate students explored expectations and experiences of personal tutoring from the student perspective. Interpretative phenomenological analysis was used to explore students’ lived experiences, and identified superordinate themes of expectations, experiences and relationships, with cluster themes including independence and authenticity. Developing a positive and genuine relationship with the personal tutor was found to ‘buffer’ against some of the first year challenges and contribute towards a sense of belonging. Importantly, this study provides evidence that experiencing poor personal tutoring is worse than not having a personal tutor at all, as this can lead to students experiencing strong negative emotions and re-evaluating their decision to go to university. Implications of these findings in the current higher education context of fee-paying students and competing institutional demands are discussed. 相似文献
6.
Abstract This study examines elementary and secondary prospective teachers’ perceptions of the ways in which their experiences as tutors in school‐based tutoring programs influenced their professional development. Data collected from a survey questionnaire, reflective papers, and individual and focus group interviews revealed five main ways that these undergraduate and graduate education students perceived the tutoring experiences contributed to their professional growth. They described development in the following understandings: school students, pedagogical strategies, relationships with colleagues in school settings, the teaching/learning process, and reflective practice. All of these understandings were reported as increasing their self‐confidence as developing educators. 相似文献
7.
Kylie Pickles Jason J. Ivanusic Junhua Xiao Callum Durward Andrea B. Ryan Jennifer A. Hayes 《Anatomical sciences education》2019,12(1):82-89
Historical loss of staff and teaching resources in Cambodia has resulted in significant challenges to anatomy education. Small group anatomy teaching opportunities are limited. A visit to Cambodia by a teaching team from the University of Melbourne in 2010 demonstrated it was possible to implement well-resourced anatomy workshops for this purpose. However, continuation of the workshop program was inhibited by the limited number of local teaching staff. In 2015, another team from the University of Melbourne returned to Cambodia to implement anatomy workshops that incorporated peer tutoring. The objective was to improve teacher-to-student ratios and to demonstrate that interactive anatomy workshops could be delivered successfully despite low staff numbers. The anatomy workshops were attended by 404 students of Medicine, Dentistry, Nursing, and Midwifery at the University of Puthisastra. Medical students were invited to act as peer tutors for nursing students. A five-point Likert scale questionnaire was used to determine student satisfaction with both the workshops and peer tutoring. The overwhelming majority were positive about the workshops and keen for them to continue. Almost all medical students who acted as peer tutors agreed or strongly agreed that this role increased their anatomical knowledge (98%) and confidence (94%). Most nursing students agreed or strongly agreed with statements that they would like peer tutoring to continue (94%) and that they would like to be peer tutors themselves (88%). This report demonstrates that peer tutoring could be an effective tool in educational settings where poor staff-to-student ratios limit delivery of interactive workshops. 相似文献
8.
Effects of student versus staff tutoring on student learning in a problem-based, health sciences curriculum were studied. Academic achievement of 334 tutorial groups guided by staff tutors was compared with achievement of 400 groups guided by student tutors. In addition, students rated their tutor's performance on four behaviors considered critical to facilitating student learning. Overall, students guided by a staff tutor achieved somewhat better. In terms of practical significance, the difference was, however, fairly small. Staff tutors were rated as more knowledgeable and their contributions as more relevant. In addition, they asked stimulating questions to a larger extent. However, an interaction effect was found between the ratings and the year of study: Peer tutors displayed the supportive behaviors more extensively in the first year, whereas staff tutors' ratings were higher as the curriculum advanced. These results were interpreted in terms of the cognitive congruence framework.Parts of this article have been presented to the Annual Meeting of the American Educational Research Association, Atlanta, GA, April, 1993. 相似文献
9.
Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In
this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and
responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned
most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the
source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities,
when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions
that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive.
Directions for future research are also discussed. 相似文献
10.
Erica N. Walker 《The Urban Review》2007,39(5):519-540
This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and
experiences with students in an urban high school. The preservice teacher education students participated as mentors to a
group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the
mentors had varied perceptions of tutoring program participants’ motivation, interest, and knowledge of mathematics. Mentors
held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported
that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.
Erica N. Walker is Assistant Professor of Mathematics Education in the Department of Mathematics, Science, and Technology
and Research Fellow at the Institute for Urban and Minority Education at Teachers College, Columbia University. 相似文献
11.
Samir Ranjan Nath 《Educational studies》2008,34(1):55-72
Using the databases created under Education Watch, a civil society initiative to monitor primary and basic education in Bangladesh, this paper explores trends, socioeconomic differentials and cost in private supplementary tutoring among primary students and its impact on learning achievement. The rate of primary school students getting access to private supplementary tutoring is increasing at two percentage points per year and reached 31% in 2005. Incidence of private tutoring was greater among boys and urban students than respective counterparts. Educated parents and well‐off families were more likely to arrange supplementary tutoring for their children. A wide variation in the cost for private tutoring prevailed. The tutees spent 46% of their total private expenditure for education on supplementary tutoring. Supplementary tutoring helped students learn more than those who had no such support. Private tutors for primary school students have become a well‐accepted norm. Finally, a number of social implications are discussed. 相似文献
12.
Heather Rogers Haverback 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):251-261
This research examined the impact of high teacher efficacy on tutoring elementary students in reading. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading‐specific teacher efficacy scale, which is referred to as the RTSES. This scale was used to investigate whether tutors with high efficacy used more reading strategies while teaching elementary students to read. The study also examined whether high efficacy was correlated with reading strategy use. Analyses of pre‐test and post‐test data showed that reading efficacy and strategy use were not correlated, and that tutors with high efficacy scores did not use a significantly higher number of reading strategies while tutoring than those with low efficacy scores. The findings suggest that pre‐service teachers' efficacy did not affect their reading strategy use while tutoring elementary students. There is a need for more research to further investigate the impact that high efficacy has on tutoring. 相似文献
13.
James P. Lassegard 《高等教育研究与发展》2008,27(4):357-369
International students often require extracurricular assistance upon arrival in the host country. Many universities operate programs pairing international and domestic students for academic and adjustment assistance. The tutor system operating at Japanese national universities has similar objectives. Although the literature has highlighted several problems with the system, it is viewed as a viable form of educational assistance. This study examined the data from 38 interviews with tutors, international student tutees, and administrators, qualitatively analysing the perspectives of these stakeholders to uncover the main factors determining program effectiveness. Data analysis revealed several main themes relating to tutoring effectiveness, and differences were found in how tutors and tutees perceived their participation in the system. Although tutees tended to focus on the interpersonal relationship, tutors were more concerned about their tutoring ability. Implications of the findings are discussed for enhancing peer‐pairing programs to better accommodate the needs of students. 相似文献
14.
This study focused on students' observations of student and staff tutors' behavior during two academic courses, using a thirtynine-item rating scale. The study took place within an integrated problem-based law curriculum. Six major factors in tutors' behavior were identified. Differences between student and staff tutors' performance were investigated. The results showed that student tutors were better at understanding the nature of the problems students face in attempting to master the subject-matter. Student tutors were also more interested in students' daily lives, study experiences and personalities. In addition, student tutors referred to end-of-course examinations more frequently than staff tutors to direct student learning. Alternatively, staff tutors used their subject-matter expertise more often and displayed more authoritarian behavior than student tutors. No differences were found with respect to tutors' focus on cooperation among group members. The results are interpreted in terms of the nature of the knowledge and experiences of students and staff with regard to problem-based learning and its requirements. 相似文献
15.
In this qualitative case study, we used the framework of positioning to show how college-age tutors and their middle school tutees interact in an afterschool tutoring setting with regard to ability. The authors show how educational tracking and understandings of disability permeated tutoring spaces and influence tutors’ instructional decisions. Even though the tutors’ participation in this program was framed as an act of social justice, the tutors do not feel empowered to use a critical lens when discussing tracking and/or disability because, as the authors posit, the framing of the college students as role models and these middle school students as “needy” prohibits conversations that do not have easy answers. 相似文献
16.
Catherine De Rijdt Janine van der Rijt Filip Dochy Cees van der Vleuten 《Instructional Science》2012,40(2):397-411
We compared effects of tutoring by students and by staff. In four courses in each of two consecutive first years of an undergraduate
problem-based law curriculum we examined the achievements and perceptions of tutors of students taught by student and staff
tutors. Achievements were measured by the results on the regular end-of-course tests. After the end-of-course tests students’
perceptions were obtained by an online questionnaire and by a semi-structured focus group interview. The aim of the focus
groups was to gain more in-depth insight into students’ perceptions. No significant differences in achievement and perceptions
of tutors were found. Students’ perceptions of both staff and student tutors were generally positive. The results suggest
that students that are carefully selected and well trained can be effective as tutors in the first year of an undergraduate
problem-based curriculum. 相似文献
17.
目前家教市场迅速壮大,从事家教的大学生越来越多,但调查发现整个大学生家教市场处于无序状态,矛盾和问题日益增多。该文从家教市场的需求与现状入手,分析了大学生家教的优势与劣势,并就大学生家教的管理模式进行探索。 相似文献
18.
This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor–tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments. Twenty-two tutors received training in content knowledge and the other twenty-five tutors in tutoring skills. Tutors formulated written feedback immediately after the training. Tutees first interpreted the tutor feedback and then used it to revise their research questions. The results showed that tutors trained in tutoring skills formulated more effective feedback than tutors trained in content knowledge. In addition, tutees helped by tutoring-skills tutors found the feedback more motivating than those helped by content-knowledge tutors. However, no differences were found in tutee performance on revision. The findings are discussed in terms of the set-up of this study and implications for improving the effectiveness of peer tutoring. 相似文献
19.
Val Jones 《British Journal of Special Education》2007,34(1):3-9
There have been many research projects studying the use of peer intervention strategies to develop the social, communication and interaction skills of children with autism, yet few of these studies focus in detail on the impact of such strategies on the mainstream peers. In this article, Val Jones, an advisory teacher for autism spectrum conditions, explores the impact of peer tutoring children with autism on the peer tutors themselves. This enquiry focuses on ten to eleven-year-old mainstream pupils who were paired with twelve children with autism and associated learning difficulties for weekly peer tutoring sessions at a primary school with a specialist autism unit. At the end of a series of tutoring sessions, the perspectives of the peer tutors were gathered through questionnaires. All of the peer tutors reported that they had enjoyed the experience and most felt that the peer tutoring had brought them direct benefits by building confidence, teaching responsibility, encouraging caring attitudes and helping them to acknowledge diversity. Val Jones also gathered the views of parents and school staff who again reported largely positive outcomes from the peer tutoring process. While this small-scale study focuses on findings from one school, there are wider implications here for the development of inclusive policies and practices and this article will be of interest to professionals working across the range of specialist and mainstream settings. 相似文献
20.
Ya‐Ting Chen Yung‐Hsin Chou John Cowan 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):694-706
With considerable input from the student voice, the paper centres on a detailed account of the experiences of Western academic, tutoring Eastern students online to develop their critical thinking skills. From their online experiences together as tutor and students, the writers present a considered case for the main emphasis in facilitative online tutoring to be on building, and then building upon, congruent relationships and constructive feedforward. Initially, the Western tutor had followed as best he could the norms of a Confucian Heritage Culture, concentrating reactively on instructional feedback. He then took the considered risk of reverting to proactivity, following the advice of Rogers and Vygotsky and according to an explicit rationale. The ensuing changes in students' online discussions and their learning experiences were marked and were objectively analysed. The tutor and two of his students suggest that the nature of congruent tutor/student relationships, irrespective of culture, is more significant in effectively promoting development than the cognitive content that might feature in feedback in such interactions. For it seems possible from the reported experiences that learning dependent on technological links may benefit from meaningful tutor/student relationships. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=teslTzgVBsc&feature=youtu.be 相似文献