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1
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.
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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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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.
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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.
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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.
5
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.
6
Cadavid, Mauricio. "LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/464.
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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.
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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.
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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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Syvanen, Carlyn. "Cross-age tutors: English as a Second Language students tutoring." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2481.
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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.
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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.
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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.
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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
12
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.
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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.
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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.
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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.
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Haskins, Bertram Peter. "A mathematics rendering model to support chat-based tutoring." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020567.
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Dr Math is a math tutoring service implemented on the chat application Mxit. The service allows school learners to use their mobile phones to discuss mathematicsrelated topics with human tutors. Using the broad user-base provided by Mxit, the Dr Math service has grown to consist of tens of thousands of registered school learners. The tutors on the service are all volunteers and the learners far outnumber the available tutors at any given time. School learners on the service use a shorthand language-form called microtext, to phrase their queries. Microtext is an informal form of language which consists of a variety of misspellings and symbolic representations, which emerge spontaneously as a result of the idiosyncrasies of a learner. The specific form of microtext found on the Dr Math service contains mathematical questions and example equations, pertaining to the tutoring process. Deciphering the queries, to discover their embedded mathematical content, slows down the tutoring process. This wastes time that could have been spent addressing more learner queries. The microtext language thus creates an unnecessary burden on the tutors. This study describes the development of an automated process for the translation of Dr Math microtext queries into mathematical equations. Using the design science research paradigm as a guide, three artefacts are developed. These artefacts take the form of a construct, a model and an instantiation. The construct represents the creation of new knowledge as it provides greater insight into the contents and structure of the language found on a mobile mathematics tutoring service. The construct serves as the basis for the creation of a model for the translation of microtext queries into mathematical equations, formatted for display in an electronic medium. No such technique currently exists and therefore, the model contributes new knowledge. To validate the model, an instantiation was created to serve as a proof-of-concept. The instantiation applies various concepts and techniques, such as those related to natural language processing, to the learner queries on the Dr Math service. These techniques are employed in order to translate an input microtext statement into a mathematical equation, structured by using mark-up language. The creation of the instantiation thus constitutes a knowledge contribution, as most of these techniques have never been applied to the problem of translating microtext into mathematical equations. For the automated process to have utility, it should perform on a level comparable to that of a human performing a similar translation task. To determine how closely related the results from the automated process are to those of a human, three human participants were asked to perform coding and translation tasks. The results of the human participants were compared to the results of the automated process, across a variety of metrics, including agreement, correlation, precision, recall and others. The results from the human participants served as the baseline values for comparison. The baseline results from the human participants were compared with those of the automated process. Krippendorff’s α was used to determine the level of agreement and Pearson’s correlation coefficient to determine the level of correlation between the results. The agreement between the human participants and the automated process was calculated at a level deemed satisfactory for exploratory research and the level of correlation was calculated as moderate. These values correspond with the calculations made as the human baseline. Furthermore, the automated process was able to meet or improve on all of the human baseline metrics. These results serve to validate that the automated process is able to perform the translation at a level comparable to that of a human. The automated process is available for integration into any requesting application, by means of a publicly accessible web service.
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Pierce, Robyn, and n/a. "An enquiry into the effects of a tutoring program on forty-eight disadvantaged students and their families." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20060525.150249.
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This thesis focuses on two research questions:
1. What is the impact of Barnardos� Tutoring Program on the students
involved?
2. How has the program influenced the parents, teachers and tutors?
In examining the literature I have identified a complex set of dynamics that affects
students� school performance. The themes of relevance to this study are: the concept of
disadvantage and poverty; the role of literacy and numeracy in educational attainment; the
importance of social acceptance for student well-being; aspects of mentoring and tutoring,
and issues related to homework.
In this study I examine the degree to which a tutor�s involvement improves students�
homework performance, literacy and numeracy, social skills and engagement with school.
I also examine how the tutoring program enhances parents� involvement with their
children�s education. And I assess the tutors� contribution, the influence of the program
on the teachers, and the implications for the program.
My methods involved sending questionnaires out to 44 teachers, 41 students, 40 parents
and 44 tutors. I also interviewed seven students under 10 years old. In addition to the
questionnaires, I interviewed a core group of parents, students, teachers and tutors who
had been involved with the program since 1999 (six tutors, five students, five parents and
four teachers).
My findings indicate that homework places considerable strain on students who do not
have adequate resources or support available to them, in their homes, to undertake their
homework tasks. Tutoring programs which take place outside of the school environment
and which are based on the one-to-one principle of mentoring programs offer considerable
benefits to students and their families. The study indicates that the tutoring program has
brought about significant changes to the homes and the lives of the students. These
changes include a greater engagement with learning and an increased interest in school.
The students also have better relationships with their peers and feel that they are valued
members of their class. The parents believe that they have the support that they need and
as a result there is less tension in the home with regard to homework.
The study also suggests that although the main role of the tutors is to help at-risk students
with their homework and schoolwork, their role is much more diverse.
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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.
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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.
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Zwyer, Kyle M. "The Impact of a Math Tutoring Program on Urban High School Tutors." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531.
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Galdes, Deborah Krawczak. "An empirical study of human tutors : the implications for intelligent tutoring systems /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444258231.
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De, Leon Jacynth Patricia Geronimo. "Students' learning approach in relation to attendance in private supplementary tutoring." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209654.
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This research explores the possibility of a relationship between students’ learning approach and attendance to private supplementary tutoring. The phenomenon of private supplementary tutoring is prevalent in Hong Kong because of the public examination at the end of senior secondary. There have been numerous researches on private supplementary tutoring in Hong Kong. However there has not been any research relating private supplementary tutoring to learning approach.
The research was done using mixed method. For qualitative data Kember, Biggs and Leung’s (2004) Revised Learning Process Questionnaire (R-LPQ-2F) was used to identify student’s learning approach. For quantitative date a semi-structured interview was used, containing questions pertaining to learning approach of students.
The result of the research was that there was not a strong relationship between students’ learning approach and attendance in private tutorial center. This is due to the fact that learning approach of students is a dynamic entity and is not stagnant. External and internal factors affect students’ learning approach. Therefore learning approach does not seem to have a strong relationship to attendance to a private tutorial center.published_or_final_version
Education
Master
Master of Education
22
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.
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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.
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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.
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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
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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.
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Russell, Elizabeth Anna. "Home tutoring for children in care : student, tutor and carers' perspectives." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3352.
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Arrowood, Dana R. "The Nature of the Impact of a Reading Tutoring Program on Participating Students in the Classroom: A Qualitative Study." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2660/.
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The purpose of this qualitative multi-case study was to explore the nature of the impact that a tutoring program, which featured preservice teachers as tutors, had on participating fifth grade at-risk students literacy behaviors in the classroom.The researcher served in the role of passive participant observer during the scheduled language arts period three days per week in the participating students classroom for a period of twenty-three weeks. Field notes were made in the classroom and coded, and audio tapes were recorded and transcribed of the tutoring sessions. Formal and informal interviews with the teacher, tutors, and participating students were conducted, transcribed, and coded. Lesson plans and reflections developed and written by the tutors were gathered and coded. Observations indicated that there were four types of reading required on a daily basis in the classroom. Assigned readings made by the teacher included narrative and expository texts. Pleasure readings were materials chosen by the students, but at certain times were teacher initiated and at other times, student initiated. The four types of reading found in the classroom were mirrored by the tutoring sessions. Students observed in the classroom could be divided into two types and four categories. Those with positive attitudes were called eager readers. Eager readers were made up of good readers and struggling readers, who lacked some of the reading skills possessed by good readers. Reluctant readers were the second type and had either ambiguous or explicitly negative attitudes toward reading. The type of reader, together with the type of reading required, determined the success of the tutoring sessions. The results of the data analysis show that student motivation toward reading was a key factor in determining the success of the tutoring program. Two of the three student participants in the study reported learning skills in the tutoring program that they used in other contexts.
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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.
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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
29
Youde, Andrew. "A mixed methods exploration of effective tutors and tutoring in blended learning contexts." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/20351/.
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This study explores the practices of higher education (HE) tutors in blended learning contexts. Their skills, qualities and competences, particularly emotional competences, are investigated. There is limited research into the personal qualities that students value in their tutors within blended learning contexts, and this study takes steps to address this gap. Students’ perceptions of their tutors are explored focusing on those taking vocationally relevant part-time degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice in relation to blended learning with data gathered from four principal sources. The study used the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to assess tutors’ emotional intelligence scores and results were compared to their learners’ perceptions of quality, assessed using an attitude survey. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality. Analysis of virtual learning environment content and communications provided insight into tutor online practice. The study proposes a conceptual framework for understanding the data generated in the form of a model of the observed tutor beliefs and practices. This represents an interpretation of effective practice in a particular cultural context and this framework may also be useful in understanding other instances of blended learning. The study concludes that tutor emotional competences are important in learner perceptions of quality, although the MSCEIT’s utility in identifying effective tutors is called into question. A number of recommendations for tutor training are provided together with factors for HE institutions to consider when delivering blended learning courses. In particular, the study indicates that integrating social constructivist approaches effectively is challenging for tutors using online media. The critical importance of developing tutor/learner relationships throughout courses is recognised as a key component of practice within blended learning.
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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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Lee, Chung-wah, and 李宗華. "Shadow education: a comparative study of two tutorial schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176778.
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This dissertation investigates the issue of shadow education in Hong Kong. It addresses the phenomenal choice for many secondary school students to attend private tutorial classes in addition to mainstream schooling with a comparative study. Two schools offering supplementary tutoring in Hong Kong – a locally-based private tutorial chain-store and an American-franchised learning centre – are selected for inquiry into students’ educational needs and how the schools respond to the needs through their curriculum. The schools are compared in terms of curriculum content, teaching mode, and assessment.
The study reveals a gap between what is taught in mainstream schools and what is assessed in public examinations, leading local secondary school students to turn to tutorial schools for examination skills, the right to choose their own coaches, and extra training opportunities. Both tutorial schools respond to these needs by spicing up the learning environment, providing frequent assessments, and letting students choose their own learning style and pace. The two schools, however, are found to be very different when it comes to class sizes, business orientations, and approaches to teaching. The two different models of tutorial school are compared.published_or_final_version
Education
Master
Master of Education
32
Tok, Feun Hannah, and 卓紹芬. "The learning centre: not just a part of the whole education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B5017874X.
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Ong, Wan Roe. "Private supplementary tutoring for preschoolers in Hong Kong : a case study of the determinants of demand in Tsuen Wan New Town." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/198873.
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Background & Problem discussion: In recent years, private tutoring in Hong Kong and elsewhere has expanded into a vast enterprise. Private supplementary tutoring could be found in Japan and many other countries. Private supplementary tutoring has for decades been provided to primary and secondary school children in Hong Kong. During recent years, there is an increasing number of preschool children who receive private supplementary tutoring. However, it is less vigorous at this level compared to primary and secondary schools. Rather than that, most of the research done has been focused on the factors underlying the demand for private supplementary tutoring for primary and secondary levels, but less focus on the determinants of demand for private supplementary tutoring for preschoolers.
Purpose: The purpose of this dissertation is to identify the determinants of demand for private supplementary tutoring for preschool children in Tsuen Wan New Town in Hong Kong.
Theoretical framework: The history of preschool education in Hong Kong since 1950s is presented. Moreover, factors underlying the demand for private supplementary tutoring for primary and secondary levels in two contexts, particularly Asia and Europe are presented. Such theory assisted me in identifying the determinant of demands for private tutoring for preschool children in Tsuen Wan New Town.
Method: A qualitative research approach is applied to the dissertation. I have conducted face-to face interviews with four parents whose children study in Discovery Funful Kindergarten in Tsuen Wan New Town. All of the interviews were tape-recorded.
Conclusion: The findings show that parents’ attitude towards private supplementary tutoring are positive. Four of the parents perceived tutoring as essential and supplement to kindergarten. They believed that supplementary tutoring could bring a lot of benefits to their children and they recognized the importance of private tutoring. They perceived academic results were not the only determinants when considering sending their children to private tutoring; other determinants of demand particularly personal determinants did play important role.published_or_final_version
Education
Master
Master of Education
34
Harootunian, Jeffrey Armen. "Describing math tutor's instructional development through the use of interactive questioning, dialogue, and critical analysis : a multiple cross-case study /." abstract and full text PDF (UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3280750.
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Thesis (Ph. D.)--University of Nevada, Reno, 2007."August, 2007." Includes bibliographical references (leaves 184-197). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2008]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
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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.
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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.
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Ackerman, Patricia E. "Pedagogical attitudes/perceptions of college writing center peer tutors towards the process of tutoring." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/277.
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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.
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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.
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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.
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Haynes, Leslie Clayberger. "Reading matters a case study of a community volunteer tutoring program /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=413.
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Okdeh, Adnan. "Tutoring instrument flight patterns of instructor and student communication /." Master's thesis, Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06132008-155403.
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Smith, Antony T. "The middle school literacy coach : roles, contexts, and connections to teaching /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7557.
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Morrison, Miranda Leigh Roozen Kevin Roger. "Identifying tutor teaching strategies a case study of questioning, scaffolding and instruction in the English Center /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/English/Thesis/Morrison_Miranda_37.pdf.
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Wong, Gee-ching, and 王芷菁. "A semiotic approach to the advertising of private English tutoring programmes in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/192953.
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This study yields insights into the symbolic and metaphorical value of advertisements produced by the private English programmes in Hong Kong. Exploring the domain of advertising as a medium, the author examines the semiotics of metaphor as a tool to unravel the symbolic and metaphorical representations embedded in the visual images of advertisements produced for private English programmes for the local market.
From deciphering the symbolic signs and metaphors, this study moves to a broader context for further researching into the transfer of symbolic meaning from the advertisement to the advertised product and then to the prospective student. The identification of symbolic interactionism helps to understand the dynamics of the private English education market in Hong Kong.
Three types of metaphor identified by Lakoff &Johnson (2003), namely: orientational metaphor, ontological metaphor and structural metaphor, form the theoretical framework of analysis. By examining the mapping of domains from the concrete source (source domain - the featured object) to the abstract target (target domain – the advertised course), this study discovers the metaphorical connections between different domains, and hence understands what features and characteristics of the advertised products are made the core messages and selling propositions to the target market. The commodification of ideology and the consumer behavioural change from material consumption to sign consumption are also discussed. Findings from this study provide significant insights for colleges or education institutions which are interested in employing advertising strategies in their marketing plans.published_or_final_version
English Studies
Master
Master of Arts
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Weger, Cora J. "A case study of the cross-age tutoring program offered at Lincoln Trail College /." View online, 1998. http://repository.eiu.edu/theses/docs/32211130897921.pdf.
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Campbell, Heather, and n/a. "Cross-age tutoring : an effective leadership alternative for sports skills." University of Canberra. Sports Studies, 1999. http://erl.canberra.edu.au./public/adt-AUC20060623.161717.
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The purpose of the present study was to determine the effect of cross-age tutoring upon
leadership style and self-esteem for the tutors, and children's attitudes toward physical activity
and motivation to participate in sport for primary school children. Although the process of
peer tutoring and/or cross-age tutoring is not a new concept, this form of transmission of
information and skill within the educational sporting environment in Australia, and particularly
in the A.C.T, is relatively new, and is an area which has received very little empirical attention.
Comparisons between the three cross-age tutoring programs were made in terms of primary
school students' attitudes toward physical activity and motivation to participate in sport, as
well as leadership style and self-esteem for the tutors.
Four hundred and eighty-eight primary school students (7 to 12 years of age) were
administered an adaptation of Gill, Gross, & Huddleston's (1982) Participation Motivation
Questionnaire; and Schutz, Smoll, & Wood's (1985) Children's Attitudes Towards Physical
Activity Inventory, both before the program and again at the end of the program.
Further, one hundred and twenty-six secondary students (from Years 9 & 10) were
administered an adaptation of Coopersmith's (1967) Self-Esteem Inventory; and a modified
version of Chelladurai's (1980) Leadership Scale for Sports.
A modified questionnaire from Clough & Traill's (1992) Sportsfun program evaluation was
designed and implemented to measure attitudes about participating in sporting activities, as
well as to obtain ideas about changes or benefits for each group from their viewpoint. This
evaluation sheet was given to the tutors and tutees following the completion of the program
Statistical analyses revealed that involvement in cross-age tutoring programs in the field of
sport and physical education did not provide significant results in the areas of self-esteem or
leadership style for the tutors, or in the areas of attitudes towards physical activity or
participation motivation for the tutees. In other words, these results indicated that the act of
participation in a cross-age tutoring program in sport and physical activity did not enhance and
develop these attributes for either the tutors or the tutees. Conversely, though, the results did
not reveal significant outcomes to indicate that participation in a cross-age tutoring program
would lower or negatively affect the existing levels of self-esteem, leadership behaviour,
attitudes towards physical activity or motivation to participate in sporting activities for the
tutors or tutees.
However, from the qualitative data obtained during the interview questionnaire following
participation in the cross-age tutoring programs, it could be concluded that cross-age tutoring
programs in the area of sport and physical education have merit because they seem to serve
different needs for the different groups of people involved in them, including the tutors, tutees,
teachers and participating schools. By providing cross-age tutoring programs in sport, children
and tutors have the opportunity to develop sports skills and enhance leadership/coaching
abilities which are consistent with the participant's individual personalities and aspirations.
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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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Mahrous, Doaa S. "BUILDING A COMMUNITY OF PRACTICE FOR ENGLISH-AS-A-FOREIGN LANGUAGE TUTORS DURING PRIVATE TUTORING." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/260.
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The creation of a community of practice of tutors--a shared practice among a group of people who share the same domain--enables second-language learners to facilitate their acquisition of English by embracing new learning strategies while they learn the target language. The community of tutors’ perspective allows for the incorporation of the individual’s particular second-language-acquisition needs and goals. This presentation presents a proposed study that took place at the Yasuda Center at California State University, San Bernardino in the summer of 2015. Students in the English Language Program housed in the College of Extended Learning were asked to participate in tutoring sessions offered by tutors who participated in a community of tutors. Tutors embraced new teaching strategies that they acquired through participating within a community of practice, sharing their background knowledge and teaching experience, and demonstrating new teaching techniques to each other by using collaborative and hybrid strategies during activities embedded in a rich learning context. The provision of community of practice for tutors in the English Language Program enabled learners to develop meaning-making and communication skills as well as language and literacy skills to address the informational and problem-solving needs of their tasks and assignments.
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Thomas, Kim G. "Selected Students’, Parents’, and Graduate Student Tutors’ Experiences and Perceptions in a Community of Interest Summer Literacy Camp." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3709.
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In this qualitative case study, I examined a local summer literacy camp in which
graduate student tutors tutored elementary and middle school students in reading and
writing. I focused the study on the primary stakeholders in the summer literacy camp:
�������������������������������������� ts, and the course instructor/camp director because
their voices are limited in the current literature. In this Community of Interest Summer
Literacy Camp, the graduate student tutors moved from a position of fear and trepidation
to a position of empowerment in which they hoped to make changes in their classrooms,
schools, and communities. The tutees learned to appreciate the tutoring program and
some tutees began to understand tutoring could be an enrichment experience rather than
only a remedial experience. There was limited parental participation in the tutoring
program and that may have hindered a richer experience in which parents learned
strategies to help their child/children excel in reading and writing.
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Turner, Terrence E. "The Assistment Builder: A tool for rapid tutor development." Digital WPI, 2006. https://digitalcommons.wpi.edu/etd-theses/56.
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Intelligent Tutoring Systems are notoriously costly to construct, and require PhD level experience in cognitive science and rule based programming. The purpose of this research was to ease the development process for building pseudo-tutors. Pseudo-tutors are ITS constructs that mimic cognitive tutors but are limited in that they only apply to a single problem. The Assistment Builder is a tool designed to rapidly create, test, and deploy simple pseudo-tutors. These tutors provide a simplified cognitive model based upon a state graph designed for a specific problem. These tutors offer many of the features of rule-based tutors, but with shorter creation time. The system simplifies the process of tutor creation to allow users with little or no ITS experience to develop content. The system provides a web-based interface as a means to build and store these simple tutors we have called Assistments. This paper describes our attempt to make the process of developing, testing, and deploying content easy for teachers. We present data to suggest that users can develop a tutor that can be released to students in approximately an hour.
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Krasienko, Laura B. "Working together, writing together : the effects of in-class tutors on basic writers." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902502.
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For years, basic writers have been identified and labeled as remedial. Several alternative approaches have had limited success in terms of developing basic writers' skills. My study explores the potential of in-class tutoring to serve as an educational alternative to working with basic writers. Once Ball State's in-class tutoring was in place, I was faced with evaluating and justifying in-class tutoring in terms of department pedagogies, Writing Center goals, and effect on basic writers. However, in order to understand the Writing Center's role in basic writing programs, I had to design a study which would incorporate the most important factors of evaluation: assessment data and observation. My study identified key factors of in-class tutoring, to justify the continued existence and development of in-class tutoring at Ball State and possibly beyond. By breaking my analysis down into two areas, assessment data and observation, I isolated the individual aspects which affected the program. Although this data does not offer conclusive evidence about the program itself, the assessment data offers some interesting patterns of growth, and the observational data proved to be useful in terms of evaluating the program from an administrative perspective. My analysis of the issues and data lead me to conclude that in-class tutoring is worth evaluating and researching.Department of English