Relevant bibliographies by topics / Tutoring

Contents

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

Academic literature on the topic 'Tutoring'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Tutoring"

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Eng, Richard. "The Tutoring Industry in Hong Kong: From the Past Four Decades to the Future." ECNU Review of Education 2, no. 1 (2019): 77–86. http://dx.doi.org/10.1177/2096531119840857.

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Purpose: This article sheds light on the historical changes in the tutoring industry and discusses the nature and driving forces of tutoring in the Hong Kong context. Based on the historical overview, this article introduces new developments in tutoring and discusses how tutoring fits into the bigger education picture. Design/Approach/Methods: Private tutoring in Hong Kong saw its takeoff in business in the 1980s, when the economy started to boom and parents were more willing to spend money on their children’s education. These parents hoped that their children, by receiving university educatio
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Yanasta Yudo Pratama, Yeny Dyah Cahyaningrum, and Titis Nurmasitoh. "Hubungan Peer Tutoring dengan Nilai Keaktifan Tutorial pada Mahasiswa Fakultas Kedokteran Universitas Islam Indonesia Angkatan 2015." Journal Of The Indonesian Medical Association 71, no. 1 (2021): 36–44. http://dx.doi.org/10.47830/jinma-vol.71.1-2021-351.

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Pendahuluan: Salah satu metode untuk meningkatkan prestasi belajar adalah dengan metode peer tutoring. Mahasiswa dapat menumbuhkan dan meningkatkan minat belajar mereka, sehingga materi-materi pembelajaran pada tutorial dapat dengan mudah dipahami. Dengan meningkatnya minat belajar mahasiswa, maka keberhasilan belajar mahasiswa akan tercapai. Permasalahan yang diangkat dalam penelitian ini adalah bagaimana pengaruh metode peer tutoring terhadap hasil keaktifan nilai tutorial. Tujuan Penelitian yaitu mengetahui adanya hubungan peer tutoring terhadap nilai keaktifan tutorial Blok Pada Anak pada
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Dąbrowska, Izabela, and Małgorzata Dąbrowska. "Tutoring in academic settings: From one-to-one experience to peer-tutoring." Rozprawy Społeczne 16, no. 1 (2022): 1–19. http://dx.doi.org/10.29316/rs/146910.

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Ademola, Raziya. "Current Challenges and Trends in Educational Tutoring." Journal of Education Review Provision 3, no. 3 (2023): 109–14. http://dx.doi.org/10.55885/jerp.v3i3.317.

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This study explores the impact of tutorial tutoring on students' academic and career success. By employing thorough methodologies such as stratified random sampling, tool validation, and various statistical analyses like paired-samples t-tests, regression, ANCOVA, and Pearson correlational analyses, important findings have been revealed. Research suggests that engaging in tutoring sessions leads to notable improvements in academic performance, especially for college students who express higher levels of satisfaction with their tutors. Regression analyses indicate that tutoring hours, satisfact
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Kwan, Yu Hang. "What do Chinese Learners of English Want from a University Writing Centre? A Chinese Tertiary Student’s Views on Writing Centre Peer Tutoring." Studies in Self-Access Learning Journal 13, no. 3 (2022): 389–95. http://dx.doi.org/10.37237/130306.

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Tutees are important people in university writing centres, yet their voices, especially what Chinese tutees think about peer writing tutoring, have tended to be largely overlooked in the writing centre scholarship. Adding to this under-researched area, this article reports on an interview with a Chinese tertiary learner of English who shared her views on writing centre peer tutoring. Through thematic content analysis, three core themes were identified: writing centre peer tutoring as an activity for the give-and-take of formative feedback on writing, the tutee’s desire for professional directi
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Kim, Hyein Amber. "Experiences of Peer Tutors of a Korean Language Peer Tutoring Program at a U.S. University: A Qualitative Study." International Journal of Higher Education 11, no. 5 (2022): 199. http://dx.doi.org/10.5430/ijhe.v11n5p199.

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This study explored the experiences of peer tutors of a Korean language peer tutoring program at a U.S. university. Using qualitative methodology and gathering data from pre- and post-tutorial program individual interviews, monthly in-program group interviews, and reflective papers, this study aimed to investigate experiences of eight Korean language peer tutors. The findings revealed reasons for being peer tutors, how peer tutors addressed learners’ needs, the importance of empathy in peer tutoring, and benefits of peer tutoring. This study’s results can serve as valuable data for creating, g
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Sarnat-Ciastko, Adrianna. "A school tutors and parents – an allies or enemies? The presentation of the application of tutoring as an area of research on the school-parents relationship." Family Upbringing 15, no. 1 (2017): 221–32. http://dx.doi.org/10.61905/wwr/170620.

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Rok 2008 przyniósł pewną zmianę w polskim systemie oświaty. Od tego roku w wielu gimnazjach we Wrocławiu rozpoczęto wprowadzanie innowacji pedagogicznej – tutoringu. Propozycja ta miała wspierać tradycyjny model wychowania w szkole, poprzez stworzenie warunków do zaistnienia indywidualnej relacji nauczyciela–opiekuna z uczniem. Tutoring, jak dotąd, w mniejszym bądź większym stopniu zaistniał w kilkuset szkołach w Polsce. Jego implementacja zwykle wiązała się ze zmianą organizacji pracy szkoły, a także poprawą jakości kontaktów uczniów z nauczycielami. Ta sytuacja nie mogłaby mieć jednak miejsc
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Guillermo Chuc, Giselle, Rafael Manuel de Jesus Mex-Alvarez, Charlotte Monserrat Llanes Chiquini, Carlos Alberto Perez Canul, and Miguel Angel Vargas Toledo. "EFICACIA DEL PROGRAMA DE TUTORIAS EN MODALIDAD A DISTANCIA EN EL NIVEL DE EDUCACIÓN SUPERIOR EN UNA UNIVERSIDADMEXICANA." International Journal of Advanced Research 10, no. 11 (2022): 330–34. http://dx.doi.org/10.21474/ijar01/15675.

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Tutoring consists of a mediation or facilitation work between the teacher, the students and the contents of the subjects, they integrate the academic actions oriented so that the students, in higher education, can face their adaptation to the educational system in distance mode and achieve the learning objectives. The general objective of this research is to analyze the effectiveness of the implementation of distance education strategies in university programs, in the scope of students who receive attention in the tutoring program at a University of Mexico. The research is applied, exploratory
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Brzozowski, Tomasz Tadeusz. "Tutoring jako alternatywna metoda edukacji." Przedsiębiorczość - Edukacja 13 (December 16, 2017): 291–303. http://dx.doi.org/10.24917/20833296.13.21.

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Problematyka referatu dotyczy prób implementacji idei tutoringu w polskim systemie nauczania. Tutoring jako nowa forma pracy z uczniem, opierająca się głównie na symetrycznej relacji pomiędzy nauczycielem a podopiecznym, ma krótką historię w polskim systemie oświaty, m.in. na poziomie edukacji ponadgimnazjalnej. Tutoring na ogół jest postrzegany jako idea alternatywna wobec tradycyjnych metod pracy z uczniem, stając się szansą na wzajemne zrozumienie potrzeb intelektualnych oraz emocjonalnych ucznia i nauczyciela. Jest także metodą znacząco różniącą się od tej, którą stosuje się z powodzeniem
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Granizo Villacrés, William Gerardo, Karen Andrea Espinales Párraga, and José Erasmo Chamba Cuadros. "Theoretical references in the role of the teacher in tutorial action activities in medical training." Salud, Ciencia y Tecnología 5 (March 3, 2025): 1537. https://doi.org/10.56294/saludcyt20251537.

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Introduction: Tutoring has been a fundamental pedagogical tool since ancient times, used by thinkers such as Aristotle and Socrates. In higher education, especially in medical training, mentoring plays a crucial role in the comprehensive training of students. In Ecuador, where the medical degree is present in most universities, tutoring is vital for the development of professional and scientific skills. This article reviews the role of the teacher in tutorial activities and its impact on medical training. Objective: The objective of this review is to analyze the theoretical references that und
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Dissertations / Theses on the topic "Tutoring"

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Razzaq, Leena M. "Tutorial dialog in an equation solving intelligent tutoring system." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0107104-155853.

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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: cognitive model; model-tracing; intelligent tutoring system; tutoring; artificial intelligence. Includes bibliographical references (p. 55-57).
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Weerasinghe, A. "A General Model of Adaptive Tutorial Dialogues for Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/8732.

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Adaptive tutorial dialogues have been successfully employed by ITSs to facilitate deep learning of conceptual domain knowledge. But none of the approaches used for generating dialogues have been used across instructional domains and tasks. The objective of this project was twofold: (i) to propose a general model that provides adaptive dialogue support in both well- and ill-defined instructional tasks (ii) to explore whether adaptive tutorial dialogues are better than non-adaptive dialogues in acquiring domain knowledge. Our model provides adaptive dialogue support by identifying the concepts
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Rahati, Amin. "Persuasive and adaptive tutorial dialogues for a medical diagnosis tutoring system." Thèse, Université de Sherbrooke, 2011. http://savoirs.usherbrooke.ca/handle/11143/5137.

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The objective of this thesis is to address a key problem in the development of an intelligent tutoring system, that is, the implementation of the verbal exchange (a dialogue) that takes place between a student and the system. Here we consider TeachMed, a medical diagnosis tutoring system that teaches the students to diagnose clinical problems. However, approaches that are presented could also fit other tutoring systems. In such a system, a dialogue must be implemented that determines when and how pedagogic aid is provided to the student, that is, what to say to her, in what circumstances, and
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Baker, Michael J. "Negotiated tutoring : an approach to interaction in intelligent tutoring systems." Thesis, Open University, 1990. http://oro.open.ac.uk/54150/.

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This thesis describes a general approach to tutorial interaction in Intelligent Tutoring Systems, called "Negotiated Tutoring". Some aspects of the approach have been implemented as a computer program in the 'KANT' (Kritical Argument Negotiated Tutoring) system. Negotiated Tutoring synthesises some recent trends in Intelligent Tutoring Systems research, including interaction symmetry, use of explicit negotiation in dialogue, multiple interaction styles, and an emphasis on cognitive and metacognitive skill acquisition in domains characterised by justified belief. This combination of features ha
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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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Livak, Thomas Michael. "Collaborative warrior tutoring." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0824104-152548/.

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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: Collaborative tutoring; Intelligent tutoring; Computer generated forces; Cognitive modeling. Includes bibliographical references (p. 29-31).
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Mahoney, Ann White. "Tutoring toward style." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/507.

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Tong, Amelia Ka Yan. "Developing a model for tutoring strategy selection in intelligent tutoring systems." Thesis, London School of Economics and Political Science (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267977.

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Variation in tutoring strategy plays an important part in Intelligent Tutoring Systems (ITSs). The potential for providing an adaptive ITS depends initially on having a range of tutoring strategies to select from. However, in order to react effectively to the student's needs, an ITS not only has to be able to simply offer different tutoring strategies but to choose intelligently among them and determine which one is best for an individual student at a particular moment. This thesis first examines, through literature review and interactions with existing systems, the current practices of ITSs r
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Brown, Quincy Lee Frank Salvucci Dario. "Mobile intelligent tutoring system : moving intelligent tutoring systems off the desktop /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3114.

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Quinn, Mary A. "Measuring Tutoring Effectiveness by Program Delivery Model: Small Group Tutoring Compared to Tutoring in Labs in Mathematics, Physics, and Accounting." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2963.

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This study examines the effectiveness of two common tutoring program delivery models by analyzing tutored and nontutored students' grades and semester grade point averages in three subject areas. The effects of gender, age (if 25 years or older), course, duration of tutoring, tutoring contacts, and contacts per week are also measured. The approach to the ex post facto study is quantitative and utilizes data from the Student Information System at Appalachian State University and from tutoring contact sheets. Areas of data presentation include analysis of covariance results for e
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Books on the topic "Tutoring"

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O'Connor, Kristine Mason. Academic tutoring. SEDA, 1999.

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Shaw, Marian. Practical tutoring. School of Education, Oxford Polytechnic, 1991.

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Hock, Michael F. Strategic tutoring. Edge Enterprises, 2000.

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Fox, Dennis. Personal tutoring. Trent Polytchnic, 1987.

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O'Connor, Kristine Mason. Academic tutoring. SEDA, 1999.

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Morris, Debrah. Tutoring Tucker. Silhouette Books, 2003.

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Eary, Steve. Enterprise initiatives and personal tutoring: Structured personal tutoring. Department of Administrative and Social Studies, Teesside Polytechnic, 1990.

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Cristea, Alexandra I., and Christos Troussas, eds. Intelligent Tutoring Systems. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80421-3.

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Crossley, Scott, and Elvira Popescu, eds. Intelligent Tutoring Systems. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09680-8.

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Cerri, Stefano A., Guy Gouardères, and Fàbio Paraguaçu, eds. Intelligent Tutoring Systems. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2.

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Book chapters on the topic "Tutoring"

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Rennie, Frank, and Keith Smyth. "Tutoring." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-199.

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Kohl, Andreas. "Modellgestütztes Tutoring." In GI — 20. Jahrestagung II. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-76119-5_41.

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Rattigan-Rohr, Jean. "The Tutoring." In It Takes a Village. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-781-3_5.

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Mersch, André, and Alina Seibt. "E-Tutoring." In Selbststudium im digitalen Wandel. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31279-4_20.

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Axe, Judah B. "Peer Tutoring." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2099.

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Al Moubayed, Samer, Jonas Beskow, Bajibabu Bollepalli, et al. "Tutoring Robots." In Innovative and Creative Developments in Multimodal Interaction Systems. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55143-7_4.

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Hornby, Garry, and Deborah Greaves. "Peer Tutoring." In Evidenzbasierte Lehrstrategien. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39294-8_6.

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Harrison, Judith R., Denise A. Soares, and Steven W. Evans. "Peer Tutoring." In The Educator’s Guide to ADHD Interventions. Routledge, 2023. http://dx.doi.org/10.4324/9781003109983-13.

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Hornby, Garry, and Deborah Greaves. "Peer Tutoring." In Essential Evidence-Based Teaching Strategies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96229-6_6.

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Bolding, Molly. "Tutoring tech." In The Online Tutor's Toolkit. Routledge, 2022. http://dx.doi.org/10.4324/9781003211648-4.

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Conference papers on the topic "Tutoring"

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Portillo, Ana, María Luisa Fernando, María Ángeles Pérez, and Cristina Pérez. "TUTORIAL ATTENTION MENTOR PROGRAM: TUTORING STUDENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0178.

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Okoro, Chioma Sylvia, and Nelson Bakali Phiri. "Institutional influencers and support for tutoring in a South African higher education institution." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16361.

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Tutoring contributes to student performance. However, the institutional factors that affect tutoring effectiveness have been explored to a limited extent. This study assessed institutional factors affecting tutors’ effectiveness and support strategies to improve their function. Interview data among twenty tutors in the Business and Economics faculty in a higher education institution in South Africa was analysed using inductive thematic analysis to output themes emerging from the data. Findings revealed that technical issues, unclear instructions, inadequate resources and training influenced tu
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Müller, Sarah, Bianca Bergande, and Philipp Brune. "Robot Tutoring." In ECSEE'18: European Conference of Software Engineering Education 2018. ACM, 2018. http://dx.doi.org/10.1145/3209087.3209093.

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Yuan, Ye, and Svetlana Yarosh. "Beyond Tutoring." In CHI '19: CHI Conference on Human Factors in Computing Systems. ACM, 2019. http://dx.doi.org/10.1145/3290605.3300679.

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Ramesh, Vyshnavi Malathi, and N. J. Rao. "Tutoring and Expert Modules of Intelligent Tutoring Systems." In 2012 IEEE Fourth International Conference on Technology for Education (T4E). IEEE, 2012. http://dx.doi.org/10.1109/t4e.2012.52.

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Ebale Nnemete, Alphonse, and Laurence Capus. "ARCHITECTURAL SCALABILITY OF TUTORING WITHIN INTELLIGENT TUTORING SYSTEMS." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.2040.

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Cottam, Joseph A., Suzanne Menzel, and Janet Greenblatt. "Tutoring for retention." In the 42nd ACM technical symposium. ACM Press, 2011. http://dx.doi.org/10.1145/1953163.1953227.

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Nguyen, N. Rich. "Affective Peer Tutoring." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3159450.3162282.

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Singley, Mark K., Peter G. Fairweather, and Steven Swerling. "Team tutoring systems." In the 1999 conference. Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1150240.1150306.

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Meshref, Hossam, and Isbudeen Noor Mohamed. "Intelligent tutoring systems." In the International Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2345396.2345585.

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Reports on the topic "Tutoring"

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Sottilare, Robert A., and Anne M. Sinatra. Adaptive Tutoring for Self-Regulated Learning: A Tutorial on Tutoring Systems. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada612882.

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Angrist, Noam, Colin Crossley, and Claire Cullen. Africa and Asia Successful Global Tutoring Experiences: ConnectEd. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005057.

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This brief describes the evidence of phone-based tutoring interventions in randomized trials in Botswana, and replicated and tested in Kenya, Nepal, India, the Philippines and Uganda. The intervention tested, aimed at strengthening children's foundational numeracy skills and called ConnectEd, improved learning by an average of 0.30-0.35 standard deviations across all testing sites, showing that the effectiveness of phone-based tutorial can scale across contexts. The document describes the key features of phone-based tutoring programs that lead to effectiveness and also outlines a future resear
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Moore, J. L., D. Sleeman, and Judith Orasanu. Enhancing PIXIE's Tutoring Capabilities. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada199020.

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

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The authors partnered with school districts, tutoring providers, and quarterback organizations that support implementation of high-impact tutoring across districts in the United States to learn from their efforts in implementing tutoring. This cross-district implementation study shares a snapshot of lessons learned about common barriers to implementing highly-effective programs and the ways that districts have overcome these barriers with success. Interviewees included administrators, teachers, tutors, and other program staff from nine school districts and one charter management organization,
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Anderson, John R., C. F. Boyle, Albert T. Corbett, and Matthew W. Lewis. Cognitive Modelling and Intelligent Tutoring. Defense Technical Information Center, 1986. http://dx.doi.org/10.21236/ada165981.

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Parker, David. Scaling Tutoring: Five Key Factors to Benefit More Students. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005111.

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The text highlights the significance of tutoring in education, stating that no other intervention in educational research has a comparable impact. Due to this impact, education advocates worldwide are advocating for scaling tutoring to address learning inequalities exacerbated by the global pandemic. The optimism for scaling tutoring is based on two key assumptions. First, it assumes that tutoring will remain effective when scaled up. Second, it assumes that scaling tutoring is feasible. The author describes the 5 key factors for scaling up tutoring programs: (1) a well-specified theory of cha
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Munro, Allen, Quentin A. Pizzini, Mark C. Johnson, Josh Walker, and David Surmon. Intranet Delivery of Simulation-Centered Tutoring. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada417140.

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Bonar, Jeffrey G., and Robert Cunningham. Bridge: Intelligent Tutoring with Intermediate Representations. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada218938.

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Kim, Jung Hee. Language Analysis and Generation in Algebra Tutorial Dialogues for Language-Based Intelligent Tutoring Systems. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada422821.

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Gupta, Sweta, and Mohamed Abouaziza. Closing England's Maths Attainment Gap through One-to-One Tutoring – Global Solutions. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.050.

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In the aftermath of COVID-related school closures in the UK, students lost two months of learning, but the loss among the 1.7 million disadvantaged students has been much larger at seven months. This disadvantaged gap is almost entirely driven by maths attainment. One-to-one tutoring is proven to be effective at helping students catch up, but private tutoring is most likely to be taken up by children from affluent households, further widening the disadvantaged gap in learning. This report discusses the feasibility of an innovative tutoring delivery model that uses the global graduate market to
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