Tutoring

W artykule opisano zweryfikowane w praktyce metody budujące i wzmacniające w jednostce poczucie wpływu na rzeczywistość: mentoring, tutoring i coaching. Przedstawiono sposoby prowadzenia działań pomocowych dla osób starszych, którym często towarzyszy niepełnosprawność. Dokonano syntezy wyników badań jakościowych uzyskanych w trakcie trzech projektów rozwojowych dla seniorów, zrealizowanych przeze autorkę w latach 2010-2016 w kontekście budowania zdrowia społecznego tej grupy wiekowej.

Math is one of the most dreaded subjects in school and requires the most private tutoring either online or offline. This should also be enriched with much prevalence and effectiveness. Online maths tutors will take you through concepts at your own pace without putting you at a disadvantage. Games and interactive exercises are now included in math tutoring. In addition, you'll get specialised instruction tailored to your specific needs. At SelectMyTutor, you'll get the tutoring you need to achieve your goals fast.
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Learning in a Social Context — Peer Tutoring as a Way of Supporting Children's Socio-Cognitive Abilities in Social Interactions The article discusses the problem of the relationship between cognitive development and social abilities. The author draws attention to the phenomenon of peer tutoring, which is an example of learning in the social context. The aim of this article is discussion about the potentiality of learning through teaching others in educational situations. The aim of the analysis is the search for the answers to the question concerning the sources of difficulty in the application of tutoring in preschool education. The author shows the internal and external conditions of this issue, points out the socio-cognitive development of children and methods of learning process, described by Dorota Klus-Stańska (2016).

With an estimated 11 percent of all undergraduate students (at least two million) having a disability and the numbers of such students increasing (National Council on Disability, 2015), oral communication tutoring centers face an escalating imperative to account for this population in their instructional practices. The Multidimensional Attitudes Scale (MAS) Toward Persons With Disabilities was administered to a demographically diverse sample (n = 149) of communication center student tutors and a control group of undergraduates. Results reveal positive emotions toward PWDs, with proclivity toward avoidance due to shyness and nervousness around PWDs. In the behavioral dimension,
prevalent reactions to PWDs clustered around non-acknowledgment (preferring to read or use their phones, or not initiating any interaction). These findings may reflect the need to more actively stimulate direct personal interactions with people who are unfamiliar or
different, which the current generation of digitally saturated college students often finds challenging.

Описываются коучинг-стратегии и их использование в повышении квалификации преподавателей высшей школы. Показывается, что коучинг при освоении новых образовательных практик является способом развития профессиональной компетентности педагогов с целью повышения эффективности деятельности и реализации их потенциала.

Coaching-strategies and their use in qualification improvement of higher education teachers are described.
It is shown that coaching in the process of new educational practices development is the way of teachers’ professional
competence development aimed at their performance improvement and potential development.

Hong Kong’s educational system is indisputably among the best in the world. Here, students choose between three formal schooling options: local schools, which are heavily subsidised and mostly in Cantonese; ESF schools, English-based schools formed in the wake of British occupation; and “international” schools, high-caliber private schools that set the bar for Hong Kong education. Running parallel to these school systems is an similarly entrenched academic system: after-school tutoring centres, also known as “cram schools”. So similar are these two systems, in fact, and so much is the latter patterned after mainstream schooling, that cram schools are sometimes referred to as “shadow education” (Kwo 2014).
Enrolling in cram schools is a popular option for Hong Kong students; roughly 75% of Hong Kong students in upper primary school receive after-school tutoring (Tse 2014), as do some 61% of students in grades 9-12 (Kwo 2014). Most tutoring is conducted one-to-one or in small groups, though some senior secondary students attend large classes to prepare for the HKDSE examination. Reasons for enrolling in after-school courses are multiple, but most students go to prepare for exams. Other students take courses to review concepts that were introduced in school but that are not fully understood; still others look to tutoring centres to reach further than the school-based curriculum (Liu 2012).
But to what extent do these centres help students—and what does their existence say about the formal school system for which Hong Kong is known? This essay will explore three empirical papers that focus on the phenomenon of cram schooling; it will evaluate their claims and methodologies, and conclude with a synthesis of the findings, and offer a policy analysis.

Purpose. Tarticle aims to substantiate the conceptual principles of preparing future teachers for tutoring activities in the information and communication educational environment accordingly to the current state and trends of social development and education. Methodology. The scientific methods of analysis, generalization, description and comparison have been used in order to determine the conceptual framework to preparing future teachers for tutoring. Findings. The article presents the author’s concept of training teachers to be for the tutoring activity in the informational and computer
educational environment of a higher educational institution. The legal provisions of the Concept, its main idea, the theoretical (laws, regularities, didactic principles) and methodological (approaches, purposes, tasks, organizational and pedagogical conditions) as the basis for training teachers to be for the tutoring activity are highlighted. Originality. The peculiarity of this training is that the teacher, who has the tutor competence, can perform tutorial functions while working with students and, at the same time, be the leader and the organizer of the tutorial activity for teachers of other subjects. Therefore, the training teachers for tutoring activity should include two vectors: the first is to be aimed at preparing for tutoring with students in the course for professional activity (realization of an individual approach in educational
and school process), while the another is aimed at preparing for the organization of educational and informational pedagogical community to the purpose of carrying out the tuition supporting students. Practical value. The research results can be used at preparing educational programs for the training of tutors by providers of educational services. This material will be interesting for the researchers in the fields of theory and methodology for professional education, tutoring, training to teacher. Conclusions. Training teachers to be for the tutoring activity in the Concept is presented as the gradual formation of general and professional competences for the teachers to be in a rich informational and computer education environment by means of studying the expedient content, application at a complex of forms, methods, means
and technologies of teaching tutor activity, oriented tasks (exercises). The Concept is based on such methodological approaches as anthropological, individual, person-oriented, systematic, activity-based, competence-based, resourcebased, modular, and interdisciplinary ones. The author defines the ways of professional training for future teachers of tutoring: gradual, professional and scientific-professional training, informal and informal education.

COVID-19 created unplanned, fully remote educational spaces. One California community college tutor training program
augmented their tutor training practices to pivot to meet the needs of students now confronted with fully online learning.
Using a mixed-methodology approach (e.g., survey and focus groups/individual interviews) over the course of one year,
this program attempted to identify successes and potential gaps in providing equitable online tutoring access and to
investigate possible challenges in meeting student affective needs within new, fully online tutoring spaces. Findings
indicated clear gaps in student knowledge about online tutoring services, a high level of affective satisfaction with online
tutoring, and a demographic mismatch between the proportion of student groups who utilized tutoring services as
compared to the proportion who responded to the survey. Ultimately, it was found that tutor training programs need to
continue to update training practices to meet the needs of students in a post-COVID world.

Purpose of this presentation is characteristic of relation between the tutor and the tutee according to The Idea of a University written by St. John Henry Newman (1801-1890). His thought about university ideas and whole public activity reveals authority Newman's concept. Influence of that way of thinking is still recognized in contemporary education, both youthful and academical. An educational and pedagogical accompaniment are inseparable elements of seeking, recognizing and accept (or reject) the value system of previously known authorities. These days the role of peer group or social media is more important than authority of family and teachers. Because of that, the idea of authority formed by J. H. Newman is still the actual concept. It based on transfer of knowledge connected with authentic moral attitudes of tutor. He ought to be really involved in the creative development of personal potential of tutee. According Newman's concept, tutor's authority should be motivating for tutee who is going to be not only a passive participant of contemporary culture but also co-creator of the surrounding world.

In this bibliography, writing center professionals can find studies that examine the effects of mandatory writing-center visits on students in basic writing programs, first-year composition, and writing-intensive courses across the curriculum. To one degree or another, writing-center administrators should find all the entries useful as they develop internal programs or respond to externally imposed mandatory visit policies at their particular institutions. Additionally, other writing-program administrators, such as WAC directors and FYC directors, should find these entries useful as a starting point to foster a successful relationship with writing-center professionals and to help create policies and faculty development activities that might involve mandatory visits.

The present study attempted to find out the Influence of private tuition on Achievement  in science among Secondary school pupils of Kerala .  A sample of 664 students from government and government aided schools of giving due weightage to  various strata was selected. Achievement in science and extent of private tuition was assessed by the tools developed by the investigators. Intelligence and Achievement Motivation are assessed by standard tools developed by experts. Results pointed out that there is significant difference  between  Achievement in Science of pupils belonging to tuition and non-tuition groups. But when Intelligence and Achievement Motivation are controlled, it is seen that Achievement in science do not differ in two groups. The analysis proved that Achievement in science of tuition and non-tuition groups belonging to particular levels of intelligence and Achievement Motivation also do not show significant difference. But the pupils of low Achievement Motivation improve their Achievement in science by receiving private tuition.

In recent decades the concept of mentoring and functions associated with it have been the subject of great attention. Tests, models, proposals for intervention and even congresses have been derived from that great interest ; however, both the term and the function are associated with a multiplicity of meanings rather than defining the object have opened their meaning and scope. The aim of this paper is to briefly review to establish some theoretical details about this concept and its uses within the educational field. En las últimas décadas el concepto de tutoría y las funciones asociadas a él han sido objeto de gran atención. Ensayos, modelos, propuestas de intervención y hasta congresos se han derivado de ese gran interés; sin embargo , tanto el término como la función están asociados una multiplicidad de significados que en lugar de delimitar el objeto han abierto su sentido y sus alcances. El objetivo del presente trabajo es hacer una revisión breve para establecer algunas precisiones teóricas acerca de este concepto y de sus usos dentro del campo educativo. Abstract Recibido: 2 de diciembre de 2015 Aceptado: 25 de mayo de 2016 Declarado sin conflicto de interés [ ]

Este guião destina-se a orientar a intervenção de programas de tutoria em meio escolar e consta de duas partes essenciais.
A primeira parte serve de enquadramento à temática pelo que se procede: à definição do conceito, à apresentação sumária das funções de tutoria e à distinção entre tutoria e outras formas de aconselhamento e orientação, de que é exemplo o coaching. Nesta secção do presente guião, especifica-se, ainda, a noção de tutoria escolar, analisa-se, sucintamente, os benefícios e limites da tutoria escolar no desenvolvimento dos tutorandos e reflecte-se, de forma panorâmica, sobre algumas contra-indicações na sua utilização.
Na segunda parte, são descritas cinco áreas de organização de um programa de tutoria escolar cuja sistematização, em nosso entender, é nuclear. A selecção de professores tutores, o modo de fazer tutoria, a motivação dos tutorandos para o desempenho escolar, a capacidade de olhar para além do problema e de gerar soluções que contribuam para reescrever a história da criança/jovem e a supervisão/acompanhamento dos programas de tutoria escolar são os tópicos desenvolvidos. A segunda parte deste guião está orientada para a intervenção, pelo que a sua elaboração teve por pressuposto norteador a necessidade de a mesma revelar uma utilidade prática. Daí que a sua organização obedeça, em cada tópico, à apresentação de um sumário, à tipificação de potenciais dificuldades e respectivas soluções e à apresentação dessas mesmas soluções sob a forma de propostas concretas ou de narrativas que exemplificam a sua operacionalização.

This study sought to investigate the effect of peer learning on attitude toward mathematics of the second year college students at the Pangasinan State University-Bayambang Campus. More specifically, it attempted to determine and compare the attitude toward mathematics of the students before and after their exposure to peer learning and conventional teaching strategy. The experimental method of research was used in the study particularly the pretest-posttest control group design. Valid and reliable researcher-made attitudinal scale was the data gathering instrument. Weighted mean, Mann Whitney U test, and Wilcoxon Signed Rank test were the statistical tools used in analyzing and interpreting the research data. The findings revealed that the students in the peer learning group had a significant change in their attitude after their exposure to the peer learning strategy which was not observed among those students in the conventional teaching group. Based on the findings, it is concluded that the students' attitude toward mathematics was improved when exposed to peer learning strategy. It is recommended that peer learning strategy should be used by mathematics teacher in order to improve the attitude toward mathematics of the students. Furthermore, further studies should be conducted to find out the effects of peer learning in other subject areas or other group of respondents or another peer grouping.

The present investigation, in fact, aims at shedding light on the
importance of positive emotions resulted from positive teacher-student
interactions in enhancing students’ involvement in their English language
learning. A case study, thus, was carried out with third year secondary school
students at Maliha Hammidou, Dr. Benzerdjeb, and Ahmed Benzekri schools
within an exploratory research.
Key words:
Positive teacher-student interactions, Positive emotions, English language learning, Students’ involvement, Case study.

RESUMEN La tutoría universitaria es una labor clásica a la vez que actual, debido a su potencialidad para concretar diversos principios que orientan la formación universitaria en el contexto propiciado por el Espacio Europeo de Educación Superior (enfoques de enseñanza centrados en el estudiante, individualización, mejora de las tasas de retención, desarrollo de competencias transversales, entre otros). Así, la tutoría universitaria ha destacado en los últimos años por ser una línea de investigación fecunda, como se constata en las numerosas tesis desarrolladas, los proyectos de investigación llevados a cabo y las diversas monografías y artículos que han abordado esta realidad. Desde el punto de vista conceptual, la literatura ofrece diversas concepciones teóricas en torno al significado y las finalidades de la tutoría. Ante esta pluralidad de propuestas, el objetivo de este estudio es delimitar el concepto y las finalidades de la tutoría universitaria. Para ello, se presenta un análisis de contenido de las respuestas emergidas en un proceso de consulta a expertos, contextualizado en un estudio Delphi, que permite aportar una visión complementaria a la que ofrece la literatura en torno al concepto y las finalidades de la tutoría universitaria. Se discuten los resultados alcanzados destacando que, en líneas generales, el concepto y las finalidades de la tutoría que se constatan en este trabajo encuentran complementariedad con investigaciones previas. De este estudio se concluye la relevancia de contemplar un enfoque de la tutoría universitaria que sitúe a la integralidad formativa en el centro de sus propósitos.

Arab World English Journal, August 2015                Bejaia University, International Conference Proceedings - 2015 

Pp.42-53
               

Suggesting a Support Centre for Dissertation Writing in EFL at Bejaia University

Dr. Nadia Idri
Faculty of Arts and Languages, University of Bejaia
Algeria


Abstract
In the Algerian higher education context, Master students in foreign languages are required to write a dissertation to get their final degree. However, through observation, the author noticed the students’ difficulty to get engaged in their r Research from the initial step of choosing a topic to the final research outcome of writing the dissertation according to an academic style. During the supervision process, teachers waste a lot of time on the problem of language adjustment and correction instead of monitoring the learners’ research skills, critical thinking abilities and mastery of concepts related to the field of interest. This exploratory study comes to classify the problems both learners and teachers face when working jointly on the final product of the Master. The study took place in the Department of English, Bejaia University. The present research is the result of seven years collaborative work with students preparing their Master dissertations. The author used observation and analysis of students’ works, and focus groups to collect data from students. In addition, online journals with ten university EFL teachers were used. Results confirmed the existence of writing problems students face when preparing their research papers. The final product of the ethnographic research is the suggestion of a Writing Support Centre.
Keywords: Dissertation Writing, ELT, EAP, Academic Writing, Tutoring, Language Support Centre.

The need for research-based instructional support for
culturally and linguistically diverse students with reading difficulties
is a national priority. In this rural Hawaii study, teachers
and parents selected four first-grade students who were experiencing
delays in reading fluency and comprehension skills to receive
tutoring and video self-modeling interventions. Two students
were identified as having specific learning disabilities, one as
being developmentally delayed, and one was in the process of
being referred for special education. Community partners were
trained to provide tutoring with the 25-step ACE reading protocol.
Two 2-minute self-modeling videotapes were constructed: the first
depicted the student fluently reading a passage; the second
showed the student applying a story map and successfully answering
comprehension questions. A multiple-baseline design across
two behaviors (reading fluency and comprehension) was used to
observe the effect of each intervention on reading fluency and
comprehension skills. Reading fluency, measured in number of
correct words per minute, doubled for three students and quadrupled
for the fourth by the end of eight weeks. Reading comprehension,
measured in number of correct responses, reached
pre-established criteria. Viewing the self-modeling videotapes was
associated with reduced variability and maintenance of increased
performance. Follow-up indicated that gains maintained for six
months. Teachers and parents reported generalization to classroom
and home.

Does the communication center, where students tutor peers in oral, written, and digital communication competencies, offer a safe haven for the tutors to “be themselves” among non-judgmental cohorts? Student communication consultants (n = 34) answered Identity Gap Scale questionnaires, supplemented by focus group discussions for randomly selected participants. All of the demographic groups perceived themselves as equally included and valued, although participants report they prevented conflicts by avoiding controversial topics. The study identifies practices that could reduce identity-based conflicts and recommends ways the Communication Theory of Identity could diagnose identity tensions that could threaten student retention.

Given the lack of causal evidence from developing countries, we examine the impact of participating in shadow education (private tutoring or other fee-based academic activities outside of formal schooling) on high school student achievement. Specifically, we analyze a unique dataset from Russia using a cross-subject student fixed effects model. We find that shadow education only positively impacts the achievement of high-achieving (and not low-achieving) students. Shadow education also does not lead students to substitute time away from their studies. Instead, our findings suggest that low-achieving students participate in low-quality shadow education which, in turn, contributes to inequality in college access.

There is wide agreement on the importance of scaffolding for student learning. Yet, models of individual and face-to-face scaffolding are not necessarily applicable to educational settings in which a group of learners is pursuing a process of inquiry mediated by technology. The scaffolding needed for such a process may be examined from three perspectives: the organization of activities, the affordances of tools, and process-level guidance. The purpose of the present study was to assess three tutors' contributions to university students' computer-mediated discourse organized as a question-driven inquiry process. In all, 17 students participated in the discourse as part of their studies in a cognitive psychology course. Quantitative and qualitative analyses were conducted to investigate critical patterns and possible effects of the tutors' process-level scaffolding. During the process, the more experienced tutors acted as meta-level commentators, whereas the less experienced tutor participated in the inquiry as a co-inquirer who also produced inquiry questions. More elaborate scaffolding to foster students' metacognitive awareness of the inquiry strategies was generally lacking in all three tutors' data. Implications for pedagogical improvement in collaborative, computer-supported educational settings are discussed.

W artykule opisano zweryfikowane w praktyce metody budujące
i wzmacniające w jednostce poczucie wpływu na rzeczywistość: mentoring, tutoring i coaching. Przedstawiono sposoby prowadzenia działań pomocowych dla osób starszych, którym często towarzyszy niepełnosprawność. Dokonano syntezy wyników badań jakościowych uzyskanych w trakcie trzech projektów rozwojowych dla seniorów, zrealizowanych przeze autorkę w latach 2010-2016 w kontekście budowania zdrowia społecznego tej grupy wiekowej.

Striving to develop soft skills competence on the university level reopens discussions on the notions of competence and soft skills in relation to professional training. It raises the questions of by what means and methods to train and assess the progress in acquiring such skills that are generic and not subject-related, yet crucial for the most adequate performance in a professional domain. It also questions the boundaries of soft and hard skills in such fields as humanities, business and management. The article introduces the discipline of Rhetoric as a platform for the development of such skills in relation to a professional competence and showcases its potential. It utilises a course on Practical Rhetoric for Interpreters as a part of a university curriculum in Translation Studies. This study sums up the experience of teaching the course for 12 years in 4 European universities. It examines the durative feedback provided by the alumni of the course in different forms; the main aspects highlighted by them includes the impact of the course on the growth of personality, the role of the course in the overall curriculum, the approach towards teaching, and the potential of the broad application of the material received. The importance of the instruction in the form of tutoring is emphasized as a key element for success in the best application of the course. Rhetoric, due to its nature and broad field of application, is seen as instrumental in the acquisition and enhancement of soft skills competence. However, the article invites further study regarding the application of Rhetoric in other domains of professional studies, and subsequently testing these findings against questionnaires about the level of acquisition and assessment of a certain soft skill by the aid of the course on Rhetoric.

In this article, I highlight some of the narratives that I collected from tutor-mentors and students about their experience as Spanish or Portuguese-speaking youth in the Toronto public education system and within a community-led academic success program (Our Youth Success program). I use testimonio, a method from Latina feminism, to present their narratives of marginalization from the mainstream educational spaces and community building within the Our Youth Success space. I pose that the youth in OYS engage in a pedagogy of cariño that is predicated upon authentic caring and sharing of consejos within a transnational context that promote youth wellbeing beyond academics.

This case study investigates the attitude about studying English in tutorial schools in Thailand, and factors facilitating studying in those tutorial schools. Through interviews and questionnaires, it was found that many high school students study in tutorial schools to gain their grade and score for the examination. The responsibilities between gaps of Thai education should be Thai educational systems and school teachers. However, the limitations are time factors, participants’ viewpoints and conflicts between some of the results of questionnaire.

This study was a result of noticing that classroom teachers, especially in the elementary level often use minimally trained tutors to help striving readers improve on their literacy skills. While desirable, schools are not able to provide striving students with trained teachers for one-to-one literacy instruction. The question than arose as to what could minimally trained tutors do to help those students? Self-reflection, which is widely accepted as an element of quality teaching might be a possible solution.  Case studies of three minimally trained tutors in the America Reads Program in elementary schools were conducted.  This study explores the journeys that each America Reads tutor made when introduced to the Korthagen ALACT model of self-reflection as an intervention.  This study looked at what tutors reflected on, when and how reflection was done, and the lessons each participant learned from their self-reflection. Findings indicate that the tutors’ experiences vary depending on the classroom, their tutoring responsibilities and their personal reflections, and that tutors who self-reflected became more aware about their actions and made better tutoring decisions. Findings have implications on how minimally trained tutors can be better supported in this program and in other similar programs.