WorldWideScience

Sample records for tutoring programs out-of-school

  1. Credentialing in Out-of-School Time Programs: A Discussion Paper. Making the MOST of Out-of-School Time.

    Science.gov (United States)

    Morgan, Gwen G.

    This discussion paper provides background information on credentialing, raises issues in the area of credentialing for out-of-school time programs, and suggests the important decisions that need to evolve in the out-of-school time field. The first part of the paper defines credentials, describes traditional and changing concepts of credentialing…

  2. Improving the Quality of and Access to Federally Funded, Digital Out of School Time Tutoring

    Science.gov (United States)

    Burch, Patricia; Heinrich, Carolyn; Good, Annalee

    2013-01-01

    Because digital tutoring is rapidly expanding, more rigorous, independent evaluations of their effectiveness is critical to inform federal, state, and local policy decisions that influence their role and application of technology in educating underserved students. The in-depth observations and vignettes in this paper illustrate the challenges in…

  3. STEM Out-of-School Time Programs for Girls. Highlights from the Out-of-School Time Database. Research Update, No. 5

    Science.gov (United States)

    Chun, Katie; Harris, Erin

    2011-01-01

    Increasing interest in science, technology, engineering, and mathematics (STEM) has become part of education reform efforts in recent years in order to prepare students for the challenges of the twenty-first century global economy. Out-of-school time (OST) programs that focus on girls' involvement in STEM can play an essential role in improving…

  4. Assessment of the Teaching Behavior of the Instructors of an Out-of-School Program

    Science.gov (United States)

    Rodríguez-Naveiras, Elena; Borges, África

    2015-01-01

    Out-of-school programs for students with high abilities are especially relevant when their needs are not covered in formal education. The evaluation of these programs is essential and it can be carried out from different evaluative approaches. The evaluation of the behavior of the people who implement the programs is an important aspect in the…

  5. Effective Practices for Evaluating STEM Out-of-School Time Programs

    Science.gov (United States)

    Wilkerson, Stephanie B.; Haden, Carol M.

    2014-01-01

    Science, technology, engineering, and mathematics (STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. The differences these programs…

  6. Improving pupils conceptual understanding by an in- and out-of-school science program

    NARCIS (Netherlands)

    Steenbeek, Henderien; Doornenbal, Jeannette; van Geert, Paul; Geveke, Carla

    Research in the field of out-of-school science is gradually increasing. These programs are considered to be important, yet more evidence about the learning effect is needed. This study aims to contribute to that matter by means of microgenetic measurements. We wanted to answer the question: How is

  7. Practices and Approaches of Out-of-School Time Programs Serving Immigrant and Refugee Youth

    Directory of Open Access Journals (Sweden)

    Georgia Hall

    2015-06-01

    Full Text Available Opportunity to participate in an out-of-school time program may be a meaningful support mechanism towards school success and healthy development for immigrant and refugee children. This study extends existing research on best practices by examining the on-the-ground experiences of supporting immigrant and refugee youth in out-of-school time programs. Findings from semi-structured interviews with program directors in 17 Massachusetts and New Hampshire programs suggest a number of program strategies that were responsive to the needs of immigrant and refugee students, including support for the use of native language as well as English, knowing about and celebrating the heritage of the students’ homeland, including on staff or in leadership individuals with shared immigrant background, and giving consideration to the academic priorities of parents. The development of such intentional approaches to working with immigrant and refugee youth during the out-of-school time hours will encourage enrollment of, and enhance effectiveness with, this vulnerable population.

  8. Development of healthy eating and physical activity quality standards for out-of-school time programs.

    Science.gov (United States)

    Wiecha, Jean L; Hall, Georgia; Gannett, Ellen; Roth, Barbara

    2012-12-01

    Out-of-school time (OST) programs serve over 8 million children per year and have ample opportunity to promote health through menu and physical activity choices. Until recently, however, the field has lacked a comprehensive set of operationalizable standards for healthy eating and physical activity. The National AfterSchool Association adopted voluntary healthy eating and physical activity quality standards (HEPAQS) in April, 2011. We describe the development of HEPAQS. This work reflects a social ecological model for changing children's eating and activity behaviors through program-level interventions. The standards were developed using a national, mixed-methods needs assessment, review of existing standards and expert recommendations, and a participatory process of discussion, review, and consensus engaging 19 influential service and policy organizations and agencies in the Healthy Out-of-School Time (HOST) coalition, which we convened in 2009. The HOST coalition approved a final version of the HEPAQS in January, 2011. The 11 standards address content, curriculum selection, staff training, program support, and environmental support for healthy eating and physical activity. In April, 2011, the HEPAQS were adopted by the National AfterSchool Association, and have subsequently been widely disseminated. Extensive adoption and implementation efforts are underway. The availability of a comprehensive set of standards for healthy eating and physical activity in OST provides practical information to help community-based youth-serving organizations participate in obesity and chronic disease prevention. A working awareness of their content will be useful to scientists undertaking health promotion studies in the out-of-school time setting.

  9. Mapping Out-of-School-Time Youth Science Programs: Organizational Patterns and Possibilities

    Science.gov (United States)

    Laursen, S. L.; Archie, T.; Thiry, H.

    2012-12-01

    Out-of-school-time (OST) experiences promise to enrich young (K-12) people's experience of science, technology and engineering. Belief is widespread that OST programs are ideal locations to learn science, and that youth participation may enhance the science workforce and increase access to science for girls and minorities. Yet we know little about the scope or nature of science-focused OST youth programming. Variety poses a challenge for researchers, with OST sites in schools, museums, zoos, science and nature centers, aquariums, planetariums, and community centers; and formats including after-school clubs, camps, workshops, festivals, research apprenticeships, and more. Moreover, there is no single national network through which researchers might reach and recruit nationally representative samples of programs. Thus, to date there has been no systematic study of the broader national landscape of OST STEM programming. Our national study, Mapping Out-of-School-Time Science (MOST-Science), examines a national sample of OST programs focused on science, engineering, and/or technology. Here we describe first findings about the characteristics of these programs and their home organizations, including aspects of program design, structure, funding, staffing, and youth audience. Using an electronic survey, we collected data from 417 programs and classified their host institutions into eight organizational types: aquariums and zoos, museums, non-profits, national youth organizations, K-12 school districts, colleges and universities, government labs, and private sector organizations. We then examine key attributes of the youth programs hosted by these institution and discuss differences based on organizational types, including scientific organizations that are especially well equipped to offer research and field experiences. Programs engaging youth in research and field experiences are offered across all organizational types. Yet they vary notably in the size and demographics

  10. Everyone Plays! A Review of Research on the Integration of Sports and Physical Activity in Out of School Time Programs

    Science.gov (United States)

    Policy Studies Associates, Inc., 2006

    2006-01-01

    A growing body of research attests to the value of high-quality out-of-school time (OST) programs in promoting positive youth development. These programs provide environments where young people can engage in academic enrichment, build meaningful relationships with responsible adults and peers, nurture new interests, and develop the social and life…

  11. Effect of Out-of-School Time STEM Education Programs: Implications for Policy

    Science.gov (United States)

    Talbot, Harry A.

    Today's world requires greater STEM knowledge for employment and understanding of emerging issues. A predicted 3 million jobs will be created in STEM-related fields but the percentage of earned STEM-related degrees is diminishing. A lack of progress in STEM education for American students is most pronounced among females who make up 48% of the workforce and 24% of STEM employees. A lack of STEM interest among students is compounded by limited time in the school day for STEM topics, lack of teacher confidence in teaching STEM, and a lack of professional development. This study examines the impact of Out-of-School-Time (OST) programs on knowledge acquisition and attitudes toward STEM topics by gender. Program content was delivered by undergraduate pre-teacher candidates and undergraduate STEM majors, using a structured, hands-on engineering program developed for the National Aeronautics and Space Administration (NASA). Monthly professional development was provided to OST staff by NASA content specialists and instructors from Fresno State University. A repeated-measures design analyzed group differences across three points in time: prior to the start of instruction (pretest), immediately following the end of instruction (posttest), and 60 days following (post posttest). A within-group comparison measured posttest and post-post-test changes for each gender. Program students included in the study participated for at least 12 of the 24 program hours offered and completed all three assessments. The findings showed that STEM knowledge acquisition advanced at similar levels for both genders. These results were consistent with the existing research. Findings related to attitudes toward STEM topics showed that female students did not change over time but males students' interest lessened over time. These findings did not support the current research in this area. Recommendations for practice include developing programs that focus on gender differentiated learning styles

  12. Developing Mentors: Adult participation, practices, and learning in an out-of-school time STEM program

    Science.gov (United States)

    Scipio, Deana Aeolani

    This dissertation examines learning within an out-of-school time (OST) Science, Technology, Engineering, and Mathematics (STEM) broadening participation program. The dissertation includes an introduction, three empirical chapters (written as individual articles), and a conclusion. The dissertation context is a chemical oceanography OST program for middle school students called Project COOL---Chemical Oceanography Outside the Lab. The program was a collaboration between middle school OST programming, a learning sciences research laboratory, and a chemical oceanography laboratory. Both labs were located at a research-based university in the Pacific Northwest of the United States. Participants include 34 youth, 12 undergraduates, and five professional scientists. The dissertation data corpus includes six years of ethnographic field notes across three field sites, 400 hours of video and audio recordings, 40 hours of semi-structured interviews, and more than 100 participant generated artifacts. Analysis methods include comparative case analysis, cognitive mapping, semiotic cluster analysis, video interaction analysis, and discourse analysis. The first empirical article focuses on synthesizing productive programmatic features from four years of design-based research.. The second article is a comparative case study of three STEM mentors from non-dominant communities in the 2011 COOL OST Program. The third article is a comparative case study of undergraduates learning to be mentors in the 2014 COOL OST Program. Findings introduce Deep Hanging as a theory of learning in practice. Deep Hanging entails authentic tasks in rich contexts, providing access, capitalizing on opportunity, and building interpersonal relationships. Taken together, these three chapters illuminate the process of designing a rich OST learning environment and the kinds of learning in practice that occurred for adult learners learning to be mentors through their participation in the COOL OST program. In

  13. Vocational Program for Out-of-School Youth and Adults in Building Maintenance and Commercial Cooking.

    Science.gov (United States)

    Robinson, James D.

    The Daniels Vocational Assessment and Training Center was organized to meet the vocational and educational needs of disadvantaged youth and adults. Out-of-school and out-of-work youth and adults are provided with the opportunity to acquire employment skills, basic education, and behavior patterns which will enable them to enter and compete…

  14. Training Out-of-School Time Staff. Part 2 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs: The Role of Frontline Staff. Research-to-Results Brief. Publication #2009-05

    Science.gov (United States)

    Metz, Allison J. R.; Burkhauser; Mary; Bowie, Lillian

    2009-01-01

    A skilled and sustainable workforce is one of the most important markers of high-quality out-of-school time programs. Given the links between skilled staff, high-quality programs, and better youth outcomes, staff training has become an essential part of program implementation. To expand what is known about staff training, Child Trends recently…

  15. Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

    Science.gov (United States)

    Berk, Saban

    2018-01-01

    Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students…

  16. Implementing a centralized institutional peer tutoring program.

    Science.gov (United States)

    Gaughf, Natalie White; Foster, Penni Smith

    2016-01-01

    Peer tutoring has been found to be beneficial to both students and peer tutors in health sciences education programs. This article describes the implementation of a centralized, institutional peer tutoring program at the University of Mississippi Medical Center, an academic health science center in the U.S. The Program: This multispecialty peer tutoring program paired students experiencing academic difficulties with peer tutors who showed prior academic success, professionalism and effective communication skills. The program allowed students and peer tutors to coordinate their own tutoring services. Evaluations by both students and peer tutors showed satisfaction with the program. Recommendations for developing and implementing an effective peer tutoring program are presented, including utilization of an online system, consistent program policy with high professionalism expectations, funding, program evaluation and data tracking.

  17. Improving Attendance and Retention in Out-of-School Time Programs. Research-to-Results Practitioner Insights. Publication # 2007-17

    Science.gov (United States)

    Kennedy, Elena; Wilson, Brooke; Valladares, Sherylls; Bronte-Tinkew, Jacinta

    2007-01-01

    Regular participation in out-of-school time activities is associated with benefits for children. However, children cannot reap the benefits of program participation if they do not attend programs in the first place. This brief focuses on ways in which out-of-school time programs can improve the attendance and retention of children and youth in…

  18. Improving pupils’ conceptual understanding by a connected in-school and out-of-school science program: a multiple case study

    NARCIS (Netherlands)

    Geveke, Carla; Steenbeek, Henderien; Doornenbal, Jeannette; van Geert, Paul

    2016-01-01

    The number of out-of-school science programs, which refers to science education at outside school environments, is gradually increasing. Although out-of-school programs are generally considered to be important for the development of pupils’ science knowledge and skills, more evidence concerning the

  19. NASA Space Science Days: An Out of School Program Using National Partnerships to Further Influence Future Scientists and Engineers.

    Science.gov (United States)

    Galindo, Charles; Allen, Jaclyn; Garcia, Javier; Hrrera, Stephanie

    2012-01-01

    The National Math and Science Initiative states that American students are falling behind in the essential subjects of math and science, putting our position in the global economy at risk a foreboding statement that has caused the U.S. to re-evaluate how we view STEM education. Developing science and engineering related out of school programs that expose middle school students to math and science in a nontraditional university environment has the potential to motivate young students to look at the physical sciences in an exciting out of the norm environment.

  20. A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities.

    Science.gov (United States)

    Arbour-Nicitopoulos, Kelly P; Grassmann, Viviane; Orr, Krystn; McPherson, Amy C; Faulkner, Guy E; Wright, F Virginia

    2018-01-01

    The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.

  1. Snacks, beverages, and physical activity during volunteer-led out-of-school-time programs: a cross-sectional analysis

    Directory of Open Access Journals (Sweden)

    Christina D. Economos

    2017-01-01

    Full Text Available Abstract Background Tens of millions of children regularly participate in out-of-school-time (OST programs, providing an opportunity for child health promotion. Most research on OST has focused on structured, staff-led after-school programs, as opposed to volunteer-led programs such as enrichment programs and youth sports. The aim of this study was to describe snacks, beverages, and physical activity (PA practices in volunteer-led OST programs across five organizations in three states. Methods An online survey including the Out-of-School-Time Snacks, Beverages, and Physical Activity Questionnaire was distributed to 1,695 adult leaders of enrichment and youth sports programs serving 5–12 year-old children in Maine, Massachusetts, and New Hampshire, USA. The response rate was 57.8%, with 980 leaders participating and 698 (136 youth sports, 562 enrichment remaining after data cleaning procedures. Frequencies were calculated to describe snack, beverage, and PA offerings during typical meetings and whether healthy snack, beverage, and PA criteria were met. Criteria were developed a priori with the intent to capture co-occurring practices that together indicate healthy snack (fruits and vegetables or no snack over salty/sweet snacks; beverage (water over sugar-sweetened beverages; and PA environments (regular opportunities for >15 or 45 min of PA in enrichment and sports programs, respectively. Results About half of enrichment leaders reported that snacks and beverages were provided during typical meetings vs. one-fifth of sports leaders. In 28.4% of enrichment programs, PA was offered at every meeting vs. 98.5% of sports programs. Among enrichment programs, 50.4 and 25.8% met healthy snack and beverage criteria, respectively, and 29.4% met PA criteria, with 27.6% meeting criteria in two or more areas, and 5.0% in all three. Among sports programs, 72.8 and 78.7% met healthy snack and beverage criteria, respectively, and 71.3% met PA criteria

  2. Peer Tutoring in Programming: Lessons Learned

    Science.gov (United States)

    Gerhardt, Jill; Olan, Michael

    2010-01-01

    This article describes our experience with peer tutoring in introductory programming courses. This tutoring concept was one of the integral support services out of five student services, which were part of a National Science Foundation Grant, designed to improve education, increase retention, improve professional development and employability, and…

  3. Research-Based Recommendations to Improve Child Nutrition in Schools and Out-of-School Time Programs. Research-to-Results Brief. Publication #2009-27

    Science.gov (United States)

    Wandner, Laura D.; Hair, Elizabeth

    2009-01-01

    This brief discusses aspects of healthy diets for children in elementary and middle school. It summarizes the current guidelines and recommendations for child nutrition and provides information for schools and out-of-school time programs about how to measure child nutrition. (Contains 27 endnotes.)

  4. The Effect of an Out-of-School Enrichment Program on the Academic Achievement of High-Potential Students from Low-Income Families

    Science.gov (United States)

    Hodges, Jaret; McIntosh, Jason; Gentry, Marcia

    2017-01-01

    High-potential students from low-income families are at an academic disadvantage compared with their more affluent peers. To address this issue, researchers have suggested novel approaches to mitigate gaps in student performance, including out-of-school enrichment programs. Longitudinal mixed effects modeling was used to analyze the growth of…

  5. A Glossary of Research Terms for Out-of-School Time Program Practitioners. Research-to-Results Fact Sheet. Publication #2007-02

    Science.gov (United States)

    Bronte-Tinkew, Jacinta; Horowitz, Allison; Redd, Zakia; Moore, Kristin A.; Valladares, Sherylls

    2007-01-01

    This glossary of common research and evaluation terms can serve as a quick reference guide for out-of school time practitioners as they face the challenges posed in this new era of program accountability. Subsequent briefs will provide more detailed information on particular types of research and evaluation designs. A list of additional resources…

  6. Peer tutoring programs in health professions schools.

    Science.gov (United States)

    Santee, Jennifer; Garavalia, Linda

    2006-06-15

    Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students. Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review. Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants. Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention.

  7. Dropping out of school

    Directory of Open Access Journals (Sweden)

    M. Teneva

    2017-09-01

    Full Text Available The modern technological society needs educated people who, through their high professionalism, are called upon to create its progress. In this aspect, a serious problem stands out – the dropout from school of a large number of children, adolescents and young people. The object of the research is the premature interruption of training for a large number of Bulgarian students. The subject of the study is the causes that provoke the students’ dropping out of school. The aim is to differentiate the negative factors leading to dropping out of school, and to identify the motivating factors that encourage the individual to return to the educational environment. In order to realize the so set target, a specially designed test-questionnaire has been used. The survey was conducted among students attending evening courses who have left their education for various reasons and are currently back to the school institution. The contingent of the study includes 120 students from the evening schools. The results indicate that the reasons which prompted the students to leave school early differentiate into four groups: family, social, economic, educational, personal. The motivation to return to school has been dictated in the highest degree by the need for realization of the person on the labor market, followed by the possibility for full social functioning.

  8. Developing a Tool to Assess the Capacity of Out-of-School Time Program Providers to Implement Policy, Systems, and Environmental Change.

    Science.gov (United States)

    Leeman, Jennifer; Blitstein, Jonathan L; Goetz, Joshua; Moore, Alexis; Tessman, Nell; Wiecha, Jean L

    2016-08-11

    Little is known about public health practitioners' capacity to change policies, systems, or environments (PSEs), in part due to the absence of measures. To address this need, we partnered with the Alliance for a Healthier Generation (Alliance) to develop and test a theory-derived measure of the capacity of out-of-school time program providers to improve students' level of nutrition and physical activity through changes in PSEs. The measure was developed and tested through an engaged partnership with staff working on the Alliance's Healthy Out-of-School Time (HOST) Initiative. In total, approximately 2,000 sites nationwide are engaged in the HOST Initiative, which serves predominantly high-need children and youths. We partnered with the Alliance to conduct formative work that would help develop a survey that assessed attitudes/beliefs, social norms, external resources/supports, and self-efficacy. The survey was administered to providers of out-of-school time programs who were implementing the Alliance's HOST Initiative. Survey respondents were 185 out-of-school time program providers (53% response rate). Exploratory factor analysis yielded a 4-factor model that explained 44.7% of the variance. Factors pertained to perceptions of social norms (6 items) and self-efficacy to build support and engage a team (4 items) and create (5 items) and implement (3 items) an action plan. We report initial development and factor analysis of a tool that the Alliance can use to assess the capacity of after-school time program providers, which is critical to targeting capacity-building interventions and assessing their effectiveness. Study findings also will inform the development of measures to assess individual capacity to plan and implement other PSE interventions.

  9. The Effectiveness of Peer Tutoring Programs in Elementary Schools

    OpenAIRE

    Gee, Melinda

    2004-01-01

    The present review examined the effectiveness of three peer tutoring programs: cross-age peer tutoring, Classwide Peer Tutoring (CWPT), and Peer-Assisted Learning Strategies (PALS), for elementary students in the academic areas of math and reading. The research reviewed indicates students who participated in cross-age peer tutoring and CWPT had improved test scores on basic math facts as well as increased math scores on standardized assessments. Students also showed improvement in reading flu...

  10. A Peer Mentor Tutor Program in Physics

    Science.gov (United States)

    Nossal, S. M.; Jacob, A. T.; Buehlman, J. D.; Middlecamp, C. H.

    2001-05-01

    The Peer Mentor Tutor (PMT) program in the University of Wisconsin-Madison's Physics Department matches upper level undergraduate physics majors in small groups with students potentially at-risk for having academic trouble with their gateway introductory non-calculus physics course or for feeling isolated at the University. The program enhances students'learning and confidence by providing an emphasis on problem solving, a supportive environment for asking questions, and opportunities for acquiring missing math skills. The students assisted include, among others, returning adults, students of color,students with English as a second language, and students who have never taken physics in high school. The tutors acquire teaching and leadership experience with ongoing training throughout the year. The Physics PMT program is run in collaboration with a similar program in Chemistry. The peer model is also being applied to other science courses at the University of Wisconsin. We will describe the structure of the Physics PMT program and our current efforts to expand the program into a broader Physics Learning Center that may serve multiple purposes and courses.

  11. Teacher Perceptions of an Online Tutoring Program for Elementary Mathematics

    Science.gov (United States)

    Whetstone, Patti; Clark, Amy; Flake, Mari Wheeler

    2014-01-01

    This study explores elementary teacher perceptions related to the implementation of an online tutoring program. Teachers were surveyed regarding factors that affected use of the online tutoring program as a supplement to mathematics instruction. Results indicated that teachers overwhelmingly reported positive views of the training and support…

  12. Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families

    Science.gov (United States)

    MacGillivray, Laurie; Goode, Gretchen S.

    2016-01-01

    Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu's concepts of "social capital" and…

  13. Development and Validation of the Motivation for Tutoring Questionnaire in Problem-Based Learning Programs

    OpenAIRE

    Kassab, Salah Eldin; Hassan, Nahla; El-Araby, Shimaa; Salem, Abdel Halim; Alrebish, Saleh Ali; Al-Amro, Ahmed S.; Al-Shobaili, Hani A.; Hamdy, Hossam

    2017-01-01

    Purpose: There are no published instruments, which measure tutor motivation for conducting small group tutorials in problem-based learning programs. Therefore, we aimed to develop a motivation for tutoring questionnaire in problem-based learning (MTQ-PBL) and evaluate its construct validity. Methods: The questionnaire included 28 items representing four constructs: tutoring self-efficacy (15 items), tutoring interest (6 items), tutoring value (4 items), and tutoring effort (3 items). Tutor...

  14. Exploring teachers' perspectives on the impact of out-of-school science-based programs for secondary level physics classrooms in Nebraska

    Science.gov (United States)

    Baquerizo-Birth, Marisol

    This exploratory phenomenological study investigates the lived experiences of six high school physics teachers in Nebraska regarding their perceptions on the impact of participating in a science-based out-of-school program. By exploring the research question, we discover how this experience relates to these teachers' self-concept and professional growth. Open-ended, semi-structured, one-on-one interviews are used as the data collection method to explore teachers' perceptions. Responses reveal that teachers participating in the Cosmic Ray Observatory Project (CROP) as a means of exploring advanced, extracurricular physics projects perceive their participation as an opportunity for enrichment, collaboration, helping their students, and empowerment. Intertwined in the presented narratives, teachers refer to their schools' limited administrative support as a source of struggle tied to the challenge of balancing school and teaching responsibilities with CROP participants' responsibilities. This study proposes teachers must feel confident with their specific subject area to achieve a progressive view of self, and that supplemental professional development opportunities are crucial to physics teaching.

  15. MOBI: a marine and earth science interpretation and qualification program for out-of-school environment and natural heritage interpreters and other science communicators in Germany

    Science.gov (United States)

    Schneider, S.; Ellger, C.

    2017-12-01

    As a contribution to Germany's "Science Year 2016*17 - Seas and Oceans", a large science outreach program organized and financed by the National Ministry for Education and Research, GeoUnion, the umbrella organization of Earth science associations and institutions in Germany, has conducted a series of advance level workshops for out-of-school educators and interpreters in Germany. The workshops were organized in co-operation with geoparks, biosphere reserve areas and other environmental management institutions all over Germany. The goal was to convey various perspectives of modern marine sciences to inland venues, linking important present-day marine themes with the presentation of marine phases in the geological history of the host region. The workshops were designed for park rangers, museum educationalists and other science communicators, initiating a broader impact on target groups such as school classes, (geo-)tourists and stakeholder groups. Our approach has been to combine lectures by top-level scientists (on both ocean literacy aspects and regional geology) with discussions and an on-the-spot learning-and-presenting module based on prepared text and visual material. Beyond earth science issues we have integrated economy, ecology, social sciences as well as arts and humanities aspects. One central topic was the role of the world ocean in climate change; other themes highlighted sea level rise, the thermohaline circulation, sea-floor spreading, coral reefs, over-fishing, various marine species and the problem of plastic waste in the ocean. We had anticipated that marine issues are actually very rarely discussed in inland Germany. A structured presentation of ocean literacy elements has proved to be a new range of topical issues from earth and environmental sciences highly appreciated by the participants.

  16. 5 Ways to Improve Tutoring Programs

    Science.gov (United States)

    Gordon, Edward E.

    2009-01-01

    Tutoring has become a familiar tool that schools use to reinforce classroom teaching and improve student achievement. That's especially been the case because of No Child Left Behind (NCLB) and its provisions for supplemental education. Educators faced with developing or supporting tutoring services for students should consider five practical…

  17. Peer tutoring program for academic success of returning nursing students.

    Science.gov (United States)

    Bryer, Jennifer

    2012-01-01

    High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

  18. Using Coaching to Provide Ongoing Support and Supervision to Out-of-School Time Staff. Part 3 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs: The Role of Frontline Staff. Research-to-Results Brief. Publication #2009-06

    Science.gov (United States)

    Burkhauser, Mary; Metz, Allison J. R.

    2009-01-01

    Although skills needed by out-of-school time practitioners can be introduced during training, many skills can only really be learned on the job with ongoing support and supervision provided by a "coach." Research from both the education and out-of-school time fields supports the value of staff coaching as a professional development tool, and staff…

  19. The Impact of an Online Tutoring Program on Mathematics Achievement

    Science.gov (United States)

    Clark, Amy K.; Whetstone, Patti

    2014-01-01

    The authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information…

  20. Tutor system for the application of programming through intelligence analysis

    Directory of Open Access Journals (Sweden)

    Ivelisse Teresa Machín-Torres

    2017-05-01

    Full Text Available The present article is part of a research for the development of an intelligent tutor system for the application of programming in the José Martí University of Sancti -Spíritus. The objective of the implementation of this system is to enhance the management knowledge related to programming issues and improve the orientation in solving problems in the university. In order to carry out the implementation of the intelligent tutoring system, the intelligent tutor systems currently in the programming area described the tools and technologies used in the developed solution (methodology, patterns, softwares, programming languages, etc.. It allowed an efficient implementation in a short time of the proposed system. The foregoing is reflected positively in a better student satisfaction and therefore in a higher performance in the teaching-learning process of the university.

  1. Analysing Student Programs in the PHP Intelligent Tutoring System

    Science.gov (United States)

    Weragama, Dinesha; Reye, Jim

    2014-01-01

    Programming is a subject that many beginning students find difficult. The PHP Intelligent Tutoring System (PHP ITS) has been designed with the aim of making it easier for novices to learn the PHP language in order to develop dynamic web pages. Programming requires practice. This makes it necessary to include practical exercises in any ITS that…

  2. MENO-II: An AI-Based Programming Tutor.

    Science.gov (United States)

    Soloway, Elliot; And Others

    This report examines the features and performance of the BUG-FINDing component of MENO-II, a computer-based tutor for beginning PASCAL programming students. A discussion of the use of artificial intelligence techniques is followed by a summary of the system status and objectives. The two main components of MENO-II are described, beginning with the…

  3. Using TANF to Finance Out-of-School Time Initiatives

    Science.gov (United States)

    Relave, Nanette; Flynn-Khan, Margaret

    2007-01-01

    This report addresses how the Temporary Assistance for Needy Families (TANF) program can be an important source of funding for maintaining, improving, and expanding out-of-school time initiatives. The report is designed to help policymakers and program developers understand the opportunities and challenges of effectively using TANF funding to…

  4. A Utilization-Focused Program Evaluation of a Supplemental Educational Services Third-Party Tutoring Model

    Science.gov (United States)

    Grainger, Michael J.

    2013-01-01

    Under the mandates of No Child Left Behind, supplemental educational services (SES) in the form of tutoring are provided to eligible students who attend schools in the 3rd year of program improvement status. A local suburban school district in the southern California currently uses a 3rd party tutoring model to provide tutoring services in both…

  5. The Effects of the Peer Tutoring Program: An Action Research Study of the Effectiveness of the Peer Tutoring Program at One Suburban Middle School

    Science.gov (United States)

    Grubbs, Natalie

    2009-01-01

    The results of a study that examined the peer tutoring program at a middle school are discussed in this article. In an effort to determine ways to improve the peer tutoring program an action research (AR) mixed design study was developed. AR is practitioner based research. Its purpose is to examine the work of practitioners for effectiveness and…

  6. Middle School Girls' Science Motivation and Performance: Cognitive Effects of an Out-of-School Time Program with Nutrition and Fitness Components

    Science.gov (United States)

    Gatz, Jennifer

    2017-01-01

    Middle school is a critical period in the cognitive and academic development of young women, and a time when their performance and interest in science may decline. After school programs play a key role in engaging youth in learning by providing opportunities to increase health and wellness, set goals, and strategize problem solving. Skills…

  7. The Impact of a Peer-Tutoring Program on Quality Standards in Higher Education

    Science.gov (United States)

    Arco-Tirado, Jose L.; Fernandez-Martin, Francisco D.; Fernandez-Balboa, Juan-Miguel

    2011-01-01

    The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the…

  8. Applying Matched Sampling to Evaluate a University Tutoring Program for First-Year Students

    Science.gov (United States)

    Walvoord, Mark E.; Pleitz, Jacob D.

    2016-01-01

    Our study used a case-control matching design to assess the influence of a voluntary tutoring program in improving first-year students' Grade Point Averages (GPA). To evaluate program effectiveness, we applied case-control matching to obtain 215 pairs of students with or without participation in tutoring, but matched on high school GPA and…

  9. It Takes a Village: An Indigenous Atayal After-School Tutoring Program in Taiwan

    Science.gov (United States)

    Pai, Hui-Ju; Ho, Hsiu-Zu; Lam, Yeana W.

    2017-01-01

    The Boyo After-School Tutoring Program in Hsinchu County, Taiwan, is a unique training program developed by the Boyo Social Welfare Foundation. The primary focus of this nonprofit foundation, established in 2008, is providing tutoring and support to indigenous youths. The Boyo Foundation also serves to build the capacity of unemployed village…

  10. Evidence to Support Peer Tutoring Programs at the Undergraduate Level

    Science.gov (United States)

    Colver, Mitchell; Fry, Trevor

    2016-01-01

    The present study examined undergraduate peer tutoring in three phases. Phase I qualitatively surveyed students' perceptions about the effectiveness of tutoring. Phase II examined the usefulness of promoting regular use of services through a tutoring contract. Phase III utilized an archival, quasi-experimental approach to estimate the effect of…

  11. Data-Driven Decision Making in Out-of-School Time Programs. Part 6 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs: The Role of Organization-Level Activities. Research-to-Results Brief. Publication #2009-34

    Science.gov (United States)

    Bandy, Tawana; Burkhauser, Mary; Metz, Allison J. R.

    2009-01-01

    Although many program managers look to data to inform decision-making and manage their programs, high-quality program data may not always be available. Yet such data are necessary for effective program implementation. The use of high-quality data facilitates program management, reduces reliance on anecdotal information, and ensures that data are…

  12. Grade Level and Gender Differences in a School-Based Reading Tutoring Program

    Science.gov (United States)

    Chang, Sau Hou

    2011-01-01

    The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…

  13. The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis

    Science.gov (United States)

    Ritter, Gary W.; Barnett, Joshua H.; Denny, George S.; Albin, Ginger R.

    2009-01-01

    This meta-analysis assesses the effectiveness of volunteer tutoring programs for improving the academic skills of students enrolled in public schools Grades K-8 in the United States and further investigates for whom and under what conditions tutoring can be effective. The authors found 21 studies (with 28 different study cohorts in those studies)…

  14. Volunteer Motivations and Satisfaction in a Tutoring Program: Implications for Recruitment and Retention

    Science.gov (United States)

    Gonzalez, Kimberly

    2009-01-01

    The present study employed a functional approach to assess the motivations of tutors volunteering at a non-profit tutoring program. Based on the work of Clary et al. (1998), the "Volunteer Functions Inventory" (VFI) was used to differentiate between six different functions or motivations; values, understanding, social, career, protective and…

  15. Constructing Adult Literacies at a Local Literacy Tutor-Training Program

    Science.gov (United States)

    Roderick, Ryan

    2013-01-01

    This study investigates how literacy was constructed at an adult literacy organization's volunteer tutor-training program. By drawing on qualitative analysis of training texts used during training, such as training evaluations, and data gathered from interviews with experienced tutors, it is possible to identify the assumptions about literacy…

  16. An intelligent tutor to learn the evaluation of microcontroller I/O programming expressions

    NARCIS (Netherlands)

    Arends, Hugo; Heeren, B.J.; Keuning, H.W.; Jeuring, J.T.

    2017-01-01

    Embedded systems engineers need to learn how I/O programming expressions for microcontrollers evaluate. We designed, implemented, and tested an intelligent tutoring system prototype for learning such evaluations. The Microcontroller Knowledge (MicK) tutor guides a student step-by-step towards a

  17. Impact of a pilot pharmacy health-care professional out-of-school time physical activity and nutrition education program with exercise on fourth and fifth graders in a rural Texas community.

    Science.gov (United States)

    Robles, Janie; Gutierrez, Ashley; Seifert, Charles F

    2014-01-01

    Childhood obesity continues to be a problem. Children in rural populations are more likely to be overweight or obese and a lack of resources in those areas may contribute to this problem. We aimed to assess the impact of a pilot pharmacy health-care professional out-of-school time vigorous physical activity and nutrition education program on fourth and fifth graders in a rural Texas community. We conducted a prospective 12-week cohort study from August to November 2012. Thirty-three children, aged 8-11 years, in Bailey County, Texas, were enrolled in the study. Body mass index, body mass index percentile, blood pressure, waist circumference, and a diet preferences and activities knowledge survey were obtained at 0, 4, 8, and 12 weeks. Study participants completed a twice weekly physical activity and nutrition education program with exercise over weeks 1-4 with no intervention during weeks 5-12. Thirty-one (94%) of the 33 children, predominately Hispanic girls, completed the program. Body mass index (-0.30 (95% confidence interval, -0.44 to -0.17); P = Positive survey results at 3 months indicated a decrease in fried/sweet foods; increase in exercise; decreases in video games and computer use; and a change in knowledge regarding the selection of the most healthy food group servings per day. In this pharmacy health-care directed pilot study, participants had a reduction of body mass index, body mass index percentile, systolic blood pressure, waist circumference, and improvement in certain survey results at the end of 12 weeks despite no further intervention after 4 weeks.

  18. The Military Language Tutor (MILT) Program: An Advanced Authoring System.

    Science.gov (United States)

    Kaplan, Jonathan D.; Sabol, Mark A.; Wisher, Robert A.; Seidel, Robert J.

    1998-01-01

    Discusses the Military Language Tutor (MILT), a language-tutor authoring system, examining the development of a proof of principal version of MILT's two-dimensional Arabic microworld, which uses speech input to control an animated agent in solving an authored problem and describing an evaluation of the speech-driven microworld at Fort Campbell,…

  19. Discourse marker acquisition and out-of-school activities: evidence from EFL writing

    Directory of Open Access Journals (Sweden)

    Gloria Vickov

    2015-05-01

    Full Text Available The present paper attempts to investigate what out-of-school activities might positively affect the acquisition of discourse markers (DMs which seems to be one of the most demanding areas for EFL learners. Two equal size groups of Croatian primary and secondary school learners (N = 200 completed a writing test in English and a questionnaire aimed at establishing the degree to which the respondents were exposed to out-of-school activities. The results reveal that the out-of-school activity which EFL learners might best benefit from is reading authentic English literature. It is followed by watching English TV programs and surfing English websites. The findings of the study reflect a need for enhancing EFL learners´ awareness of the benefits and possibilities for out-of-school activities by incorporating tasks and teaching materials that bring the out-of-school activities into EFL classrooms.

  20. Impact of a pilot pharmacy health-care professional out-of-school time physical activity and nutrition education program with exercise on fourth and fifth graders in a rural Texas community

    Directory of Open Access Journals (Sweden)

    Janie Robles

    2014-08-01

    Full Text Available Objectives: Childhood obesity continues to be a problem. Children in rural populations are more likely to be overweight or obese and a lack of resources in those areas may contribute to this problem. We aimed to assess the impact of a pilot pharmacy health-care professional out-of-school time vigorous physical activity and nutrition education program on fourth and fifth graders in a rural Texas community. Methods: We conducted a prospective 12-week cohort study from August to November 2012. Thirty-three children, aged 8–11 years, in Bailey County, Texas, were enrolled in the study. Body mass index, body mass index percentile, blood pressure, waist circumference, and a diet preferences and activities knowledge survey were obtained at 0, 4, 8, and 12 weeks. Study participants completed a twice weekly physical activity and nutrition education program with exercise over weeks 1–4 with no intervention during weeks 5–12. Results: Thirty-one (94% of the 33 children, predominately Hispanic girls, completed the program. Body mass index (−0.30 (95% confidence interval, −0.44 to −0.17; P = <0.0001, body mass index percentile (−2.75 (95% confidence interval, −4.89 to −0.62; P = 0.0026, systolic blood pressure (−1.9 (95% confidence interval, −2.9 to −0.9; P = <0.0001, and waist circumference (−0.47 (95% confidence interval, −0.85 to −0.10; P = <0.0001 mean change decreased between baseline and week 12 with no intervention for 8 weeks. Positive survey results at 3 months indicated a decrease in fried/sweet foods; increase in exercise; decreases in video games and computer use; and a change in knowledge regarding the selection of the most healthy food group servings per day. Conclusion: In this pharmacy health-care directed pilot study, participants had a reduction of body mass index, body mass index percentile, systolic blood pressure, waist circumference, and improvement in certain survey results at the

  1. Gender differences in partner interactions during an after-school science peer tutoring program

    Science.gov (United States)

    Brei-Crawley, M. Jo

    This teacher research study examined an after-school science program called SSTAR (Science Students Teaching as Resources) to determine if this program encourages early scientific involvement for girls, specifically the investigation of simple machines. SSTAR's overall goal was to develop scientific skills in fourth grade tutors who were partnered with second grade tutees. This study was conducted during two different SSTAR study sessions, identified as the pilot study (year one) and the expanded study (year two). The SSTAR program and the data collection instruments were refined and modified during this two-year process. Four data collection instruments were used to gather data and insights into this program; video-taped interactions between tutor and tutee, a writing assessment, a performance assessment and focus group discussions. The video taped partnership interactions found that tutors used similar instructional strategies and tutees gave similar response strategies. However, these strategies varied according to the gender of the partner. A written assessment, in the form of an open ended question was given to just the tutors at the beginning and end of their session. Additionally, a performance assessment was given. This assessment asked the tutors to construct a machine from the Legos(c) that were provided. This assessment was also done in a pretest/post-test format. Scores from the writing and performance assessment were then compared and the performance assessment showed more tutor growth in knowledge of simple machines than the writing assessment. Overall students made comments stating they enjoyed the SSTAR program and would sign up again. They had no preference for a same gender or opposite gender partner among either tutor or tutee discussions. All the data examined shows evidence that SSTAR was an effective program for tutor growth in the scientific area of simple machines. While the original study focus was specifically on girls, both genders

  2. Pre-admission factors and utilization of tutoring services in health professions educational programs.

    Science.gov (United States)

    Olivares-Urueta, Mayra; Williamson, Jon W

    2013-01-01

    Pre-admission factors tend to serve as indicators of student success in health professions educational programs, but less is known about the effects that academic assistance programs have on student success. This study sought to determine whether specific pre-admission factors could help to identify students who may require academic support during their health professions education. This retrospective analysis aimed to identify differences in pre-admission variables between those students requiring tutoring and a matched sample of students who did not require tutoring. One-way ANOVA was used to assess differences for dependent variables-age, cumulative GPA (cGPA), science GPA (sGPA), verbal graduate record examination (GRE) score, quantitative GRE score, analytical GRE score and combined GRE score, community college hours, average credit hours per semester, and highest semester credit hour load-across three groups of students who received no tutoring (NT 0 hrs), some tutoring (ST tutoring (MT >8 hrs). Total GRE and average semester hours differentiated NT from ST from MT (ptutoring: quantitative GRE, sGPA, cGPA and average semester hours taken. The combination of lower GRE scores and lighter average semester course load were most predictive of the need for academic assistance as defined by hours of tutoring. While the value of the GRE in admissions processes is generally accepted, the average semester hour load in college can also provide important information regarding academic preparation and the need for tutoring services.

  3. Evaluation of the Institutional Tutoring Program in a Polytechnic University of the State of Mexico

    Directory of Open Access Journals (Sweden)

    Claudia Alejandra Hernandez Herrera

    2015-05-01

    Full Text Available The aim of this article is to evaluate the perception of the alumni on tutoring in a public university in Mexico to analyze the way tutoring has contributed to the integral development of students. A questionnaire was applied to a sample of 312 students; the data obtained were analyzed with the IBM SPSS software. In the results, it was found that the students perceive positively the professors’ competences for tutoring. However, just over 50% of the students feel satisfied with the assigned tutor; in so far as 60% consider that their tutor canalize them to regularization courses; in addition, only 50% admit to have a major and life project, also half of the students believe that tutoring has supported to increase their performance and integration to university; and only two thirds think that their professor has pedagogic knowledge. In conclusion, the data indicate that it must be worked on the implementation of educational policies which contribute to strengthen tutoring programs that encourage the youth in Mexico to successfully complete school, thus, prevent scholar underachievement.

  4. Ask-Elle: an adaptable programming tutor for Haskell giving automated feedback

    NARCIS (Netherlands)

    Gerdes, Alex; Heeren, Bastiaan; Jeuring, J.T.; Binsbergen, Thomas van

    2015-01-01

    Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a

  5. Ask-Elle: an Adaptable Programming Tutor for Haskell Giving Automated Feedback

    NARCIS (Netherlands)

    Gerdes, A.; Heeren, B.J.; Jeuring, J.T.; Binsbergen, Thomas~van

    2017-01-01

    Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a

  6. Ask-Elle: An Adaptable Programming Tutor for Haskell Giving Automated Feedback

    Science.gov (United States)

    Gerdes, Alex; Heeren, Bastiaan; Jeuring, Johan; van Binsbergen, L. Thomas

    2017-01-01

    Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a task description for the exercise, one or more…

  7. E-tutoring programs' integration in Greek School Education. Pierce e-tutoring online program. An Appraisal of Its Operation

    OpenAIRE

    Δουκάκης, Σπυρίδων; Μιχαλοπούλου, Γεωργία

    2016-01-01

    Τα προγράμματα/υπηρεσίες e-tutoring που υλοποιούνται σε πραγματικό χρόνο, προσφέρουν ευκαιρίες εκπαίδευσης και ανάπτυξης των μαθητών και μαθητριών δευτεροβάθμιας εκπαίδευσης. Στην παρούσα εργασία, αρχικά θα επιχειρηθεί μία επισκόπηση της διεθνούς βιβλιογραφίας σχετικά με την υλοποίηση προγραμμάτων etutoring. Στη συνέχεια θα παρουσιαστεί το Pierce e-tutoring online program, το οποίο ξεκίνησε την πιλοτική του λειτουργία το σχολικό έτος 2012-2013 και από το σχολικό έτος 2013-2014 μέχρι και σήμερ...

  8. OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS NETWORK AS THE PART OF URBAN SUSTEM

    Directory of Open Access Journals (Sweden)

    MERYLOVA I. O.

    2017-02-01

    Full Text Available Summary. Formulation of the problem. Abstract. Formulation of the problem. The solution of urban development problems of an extensive and accessible network of out-of-school educational institutions, the formation of proposals for the placement of out-of-school institutions in the structure of the building and functional and planning features of the organization of territories of out-of-school institutions has systemically character. The system approach involves studying not only the internal functional structure of the territory, buildings and structures, but also the analysis of the connections of out-of-school institutions with all urban buildings, with industrial enterprises and research organizations, with a network of public service institutions and with other educational establishments. Article purpose: to analyze theoretical research in the field of urban planning, which should be taken into account when developing principles and methods for optimizing the network of out-of-school educational institutions. Conclusions. The research found that the systematic approach implies relation of out-of-school educational institutions with all urban environment, as well as with industrial enterprises and research organizations, with a network of public service institutions and, most importantly, with other educational establishments. The formation of a network of out-of-school educational institutions directly depends on the tendency of the development of social-pedagogical programs and the reform of the educational sector as a whole. The main system properties of a network of out-of-school educational institutions were determined. It was found that the cooperation of the resources of out-of-school and general education institutions is one of the effective ways to develop continuing education. In the state programs of educational reform is noted that the cooperation of the resources between the out-of-school institutions and general educational

  9. Development and evaluation of a peer-tutoring program for graduate students*.

    Science.gov (United States)

    Copeland, H Liesel; Kinzy, Terri Goss

    2005-03-01

    Many interdisciplinary Ph.D. programs admit students of different educational backgrounds who receive a first year of a general curriculum education. However, student preparation for this curriculum varies, and methods are needed to provide academic support. Graduate student peer tutoring was piloted as an initiative funded by a National Institutes of Health (NIH) Initiative for Minority Student Development award to the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School (UMDNJ-RWJMS) and is now offered to all students in the interdisciplinary Molecular Biosciences Ph.D. program between Rutgers, The State University of New Jersey, and UMDNJ-RWJMS. Tutoring occurs individually or in small groups and has grown over the past 5 years in the number of students tutored and hours of tutoring. The program was evaluated by surveying and interviewing both tutors and students concerning process variables (e.g. awareness, frequency) and impact variables (e.g. perceived benefits, motivators), as well as by assessing changes in exam scores for the four core courses of the first-year graduate curriculum. Copyright © 2005 International Union of Biochemistry and Molecular Biology, Inc.

  10. Volunteerism Among Out-of-School Adolescent Reproductive Health ...

    African Journals Online (AJOL)

    Out-of-school peer educators [PE] are resourceful in transmitting reproductive health information but their retention remains a contentious issue. This study aimed to assess motivation and sustainability of out-of-school PEs in disseminating reproductive health information among adolescents. A structured questionnaire was ...

  11. Mobilising Funds of Identity in and out of School

    Science.gov (United States)

    Subero, David; Vujasinovic, Ellen; Esteban-Guitart, Moises

    2017-01-01

    Learning happens through participation in formal community events and informal community activities. However, learning activities that take place in and out of school are often not mutually recognised. "Funds of knowledge" projects foster new ways of exchanging learning experiences in and out of school. "Funds of identity" can…

  12. The Florida State University's Learning District: A Case Study of an Academic Library-Run Peer Tutoring Program

    Science.gov (United States)

    Demeter, Michelle

    2011-01-01

    In March 2010, the first floor of the main library at The Florida State University was renovated as a learning commons. With this change in design, all tutoring that existed throughout the library was moved into the commons. The crown jewel of these programs is the library's in-house, late-night peer tutoring program that has seen incredible…

  13. Developing an Embedded Peer Tutor Program in Design Studio to Support First Year Design Students

    Science.gov (United States)

    Zamberlan, Lisa; Wilson, Stephanie

    2015-01-01

    An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through…

  14. The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder

    Science.gov (United States)

    Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

    2007-01-01

    This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play. PMID:17624077

  15. Cross-Age Tutoring: Effects on Tutors' Attributes.

    Science.gov (United States)

    Yogev, Abraham; Ronen, Rachel

    1982-01-01

    The psychological benefits of a high school tutoring program were investigated. Results gathered from questionnaires answered by high school students tutoring junior high school students, both before and after the tutoring experience, indicated that tutors' empathy, altruism, and self-esteem increased as a result of program participation.…

  16. A Randomized Controlled Trial Evaluation of "Time to Read", a Volunteer Tutoring Program for 8- to 9-Year-Olds

    Science.gov (United States)

    Miller, Sarah; Connolly, Paul

    2013-01-01

    Tutoring is commonly employed to prevent early reading failure, and evidence suggests that it can have a positive effect. This article presents findings from a large-scale ("n" = 734) randomized controlled trial evaluation of the effect of "Time to Read"--a volunteer tutoring program aimed at children aged 8 to 9 years--on…

  17. A Faculty Development Program Integrating Cross-Cultural Care into a Gastrointestinal Pathophysiology Tutorial Benefits Students, Tutors, and the Course

    Science.gov (United States)

    Shields, Helen M.; Leffler, Daniel A.; Peters, Antoinette S.; Llerena-Quinn, Roxana; Nambudiri, Vinod E.; White, Augustus A., III; Hayward, Jane N.; Pelletier, Stephen R.

    2015-01-01

    A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how "frequently" the course and the tutor were…

  18. Peer and Cross-Age Tutoring. ERIC Digest, Number 79.

    Science.gov (United States)

    Gaustad, Joan

    One-to-one tutoring programs, such as peer and cross-age tutoring, can result in emotional and learning benefits for the tutor and the tutee. Peer tutoring involves two students of the same age. In cross-age tutoring, the tutor is older than the tutee. The Willamette High School Peer Tutoring Program in Eugene, Oregon; the Coca-Cola Valued Youth…

  19. Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

    Science.gov (United States)

    Rothman, Terri; Henderson, Mary

    2011-01-01

    This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…

  20. The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment

    Science.gov (United States)

    Carbone, Peter M.

    2010-01-01

    Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program…

  1. Complementary Machine Intelligence and Human Intelligence in Virtual Teaching Assistant for Tutoring Program Tracing

    Science.gov (United States)

    Chou, Chih-Yueh; Huang, Bau-Hung; Lin, Chi-Jen

    2011-01-01

    This study proposes a virtual teaching assistant (VTA) to share teacher tutoring tasks in helping students practice program tracing and proposes two mechanisms of complementing machine intelligence and human intelligence to develop the VTA. The first mechanism applies machine intelligence to extend human intelligence (teacher answers) to evaluate…

  2. Mobilizing Volunteer Tutors to Improve Student Literacy: Implementation, Impacts, and Costs of the Reading Partners Program

    Science.gov (United States)

    Tepper Jacob, Robin; Armstrong, Catherine; Willard, Jacklyn Altuna

    2015-01-01

    This study reports on an evaluation of the "Reading Partners" program, which uses community volunteers to provide one-on-one tutoring to struggling readers in underresourced elementary schools. Established in 1999 in East Menlo Park, California, the mission of "Reading Partners" is to help children become lifelong readers by…

  3. Data-Driven Hint Generation in Vast Solution Spaces: A Self-Improving Python Programming Tutor

    Science.gov (United States)

    Rivers, Kelly; Koedinger, Kenneth R.

    2017-01-01

    To provide personalized help to students who are working on code-writing problems, we introduce a data-driven tutoring system, ITAP (Intelligent Teaching Assistant for Programming). ITAP uses state abstraction, path construction, and state reification to automatically generate personalized hints for students, even when given states that have not…

  4. Informal Science and Youth Development: Creating Convergence in Out-of-School Time

    Science.gov (United States)

    Noam, Gil G.; Shah, Ashima

    2014-01-01

    This chapter highlights the fit between youth-development-oriented programming and informal science activities in out-of-school time (OST) and illustrates how science and youth development can and should co-occur. The clover model and Dimensions of Success tool are introduced as lenses for designing and assessing science program quality in OST.…

  5. Tutoring the Tutors: Supporting Effective Personal Tutoring

    Science.gov (United States)

    McFarlane, Kathryn J.

    2016-01-01

    The research into personal tutoring in higher education from a tutor's perspective suggests that tutors lack training in tutoring and may lack clarity as to the purpose and boundaries of the role. This article explores personal tutors' perceptions of their confidence and competence in relation to personal tutoring and identifies strategies that…

  6. Teaching the tacit knowledge of programming to noviceswith natural language tutoring

    Science.gov (United States)

    Lane, H. Chad; Vanlehn, Kurt

    2005-09-01

    For beginning programmers, inadequate problem solving and planning skills are among the most salient of their weaknesses. In this paper, we test the efficacy of natural language tutoring to teach and scaffold acquisition of these skills. We describe ProPL (Pro-PELL), a dialogue-based intelligent tutoring system that elicits goal decompositions and program plans from students in natural language. The system uses a variety of tutoring tactics that leverage students' intuitive understandings of the problem, how it might be solved, and the underlying concepts of programming. We report the results of a small-scale evaluation comparing students who used ProPL with a control group who read the same content. Our primary findings are that students who received tutoring from ProPL seem to have developed an improved ability to solve the composition problem and displayed behaviors that suggest they were able to think at greater levels of abstraction than students in the read-only group.

  7. Peer tutoring pilot program for the improvement of oral health behavior in underprivileged and immigrant children.

    Science.gov (United States)

    Reinhardt, Claus H; Löpker, Nadine; Noack, Michael J; Klein, Klaus; Rosen, Evelyne

    2009-01-01

    Caries prevalence in underprivileged children is particularly high and, even though many efforts have been made, adherence to dental preventive programs is low. The purpose of this study was to evaluate whether a tutoring program can improve oral health behavior in underprivileged and/or immigrant children. Thirty fourth-grade children (mean age = 9.6), over 50 percent of immigrant background, participated in this longitudinal pilot study. The fourth graders were invited to develop on oral health program for their first-grade peers. For this purpose, the fourth graders learned oral health practices and developed the peer tutoring program. Prior to the intervention and after having instructed their first-grade peers, all fourth graders were interviewed about their oral health habits and their tooth-brushing was recorded on video. Toothbrushing time, performance of circular tooth-brushing movements, and systematic cleaning of all dental surfaces were analyzed before and after the intervention. After peer teaching, there was a significant increase concerning tooth-brushing time (P = .004), performance of circular tooth-brushing movements (P tutoring program yielded a significant improvement in relevant oral care behavior. This approach provided an environment which, in contrast to traditional approaches, facilitates empowerment.

  8. Logic Programs as a Specification and Description Tool in the Design Process of an Intelligent Tutoring System

    OpenAIRE

    Möbus, Claus

    1987-01-01

    We propose the use of logic programs when designing intelligent tutoring systems. With their help we specified the small-step semantics of the learning curriculum, designed the graphical user interface, derived instructions and modelled students' knowledge.

  9. Assessing the Diet, Exercise, Body Image, and Weight of Adolescents: A Guide for Out-of-School Time Program Practitioners. Research-to-Results Brief. Publication #2007-06

    Science.gov (United States)

    Martin, Laurie; Milot, Alyssa

    2007-01-01

    This brief discusses diet, exercise, body image, and weight and also provides information for practitioners on how to measure these factors among youth in their program. It summarizes (1) what it means to be overweight; (2) what are body image and eating disorders; (3) what to do if you suspect that someone in your program is suffering from an…

  10. Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation.

    Science.gov (United States)

    Garcia, Irène; James, Richard W; Bischof, Paul; Baroffio, Anne

    2017-01-01

    Good teaching requires spontaneous, immediate, and appropriate action in response to various situations. It is even more crucial in problem-based learning (PBL) tutorials, as the tutors, while directing students toward the identification and attainment of learning objectives, must stimulate them to contribute to the process and provide them with constructive feedback. PBL tutors in medicine lack opportunities to receive feedback from their peers on their teaching strategies. Moreover, as tutorials provide little or no time to stop and think, more could be learned by reflecting on the experience than from the experience itself. We designed and evaluated a faculty development approach to developing PBL tutors that combined self-reflection and peer feedback processes, both powerful techniques for improving performance in education. We developed an observation instrument for PBL facilitation to be used both by tutors to self-observe and reflect on own teaching strategies and by peers to observe and provide feedback to tutors. Twenty PBL sessions were video-recorded. Tutors completed the instrument immediately after their PBL session and again while watching their video-recorded session (self-observation). A group of three observers completed the instrument while watching each recorded session and provided feedback to each tutor (peer observation and feedback). We investigated tutors' perceptions of the feasibility and acceptability of the approach and gathered data on its effectiveness in enhancing tutors' facilitation skills. The preclinical medical curriculum at the University of Geneva is essentially taught by PBL. A new program of faculty development based on self-observation and peer feedback was offered to voluntary tutors and evaluated. Our results suggest that self-observation and peer feedback, supported by an instrument, can be effective in enhancing tutors' facilitation skills. Reflection on self-observation raised teachers' awareness of the effectiveness of

  11. Learning about Inheritance in an Out-of-School Setting

    Science.gov (United States)

    Dairianathan, Anne; Subramaniam, R.

    2011-01-01

    The purpose of this study was to investigate primary students' learning through participation in an out-of-school enrichment programme, held in a science centre, which focused on DNA and genes and whether participation in the programme led to an increased understanding of inheritance as well as promoted interest in the topic. The sample consisted…

  12. Innovative Financing for Out-of-School Children and Youth

    Science.gov (United States)

    UNESCO Bangkok, 2015

    2015-01-01

    Despite government commitments to Education for All (EFA) and Millennium Development Goals (MDGs) to improve access to education, more than 18 million primary-aged children remain out of school in the Asia-Pacific (UNESCO, 2014). Given the impact of education on individuals, societies, and economies, there is great urgency for governments to…

  13. Healthy kids out of school: using mixed methods to develop principles for promoting healthy eating and physical activity in out-of-school settings in the United States.

    Science.gov (United States)

    Sliwa, Sarah A; Sharma, Shanti; Dietz, William H; Dolan, Peter R; Nelson, Miriam E; Newman, Molly B; Rockeymoore, Maya; Economos, Christina D

    2014-12-31

    Widespread practices supporting availability of healthful foods, beverages, and physical activity in out-of-school-time (OST) settings would further obesity prevention efforts. The objective of this article was to describe principles to guide policy development in support of healthy eating and physical activity practices in out-of-school settings to promote obesity prevention. The Institute of Medicine's L.E.A.D. framework (Locate Evidence, Evaluate it, Assemble it, and Inform Decisions) was used to identify practices relevant to children's healthful eating in most OST settings: 1) locate and evaluate information from a national survey of children's perceptions of healthful-food access; published research, reports, policies and guidelines; and roundtables with OST organizations' administrators; 2) assemble information to prioritize actionable practices; and 3) inform programmatic direction. Three evidence-informed guiding principles for short-duration OST resulted: 1) drink right: choose water instead of sugar-sweetened beverages; 2) move more: boost movement and physical activity in all programs; and 3) snack smart: fuel up on fruits and vegetables. Healthy Kids Out of School was launched to support the dissemination and implementation of these guiding principles in short-duration OST settings, complementing efforts in other OST settings to shift norms around eating and physical activity.

  14. A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning).

    Science.gov (United States)

    Chow, Ronald

    2016-11-01

    Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2-3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program - Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.

  15. What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program

    Science.gov (United States)

    McCloskey, Erin; Cann, Colette N.

    2013-01-01

    In this qualitative case study, we used the framework of positioning to show how college-age tutors and their middle school tutees interact in an afterschool tutoring setting with regard to ability. The authors show how educational tracking and understandings of disability permeated tutoring spaces and influence tutors' instructional decisions.…

  16. Strategy-based feedback in a programming tutor

    NARCIS (Netherlands)

    Keuning, Hieke; Heeren, Bastiaan; Jeuring, Johan

    2014-01-01

    More and more people take up learning how to program: in schools and universities, in large open online courses or by learning it by themselves. A large number of tools have been developed over the years to support learners with the difficult task of building programs. Many of these tools focus on

  17. Development and implementation of a technical and didactical training program for student tutors in the dissection course.

    Science.gov (United States)

    Shiozawa, Thomas; Hirt, Bernhard; Celebi, Nora; Baur, Friederike; Weyrich, Peter; Lammerding-Köppel, Maria

    2010-12-20

    student tutors have a long tradition in gross anatomy instruction. However, the full potential of the tutors is generally not tapped, since little attention is paid to their technical and didactical training. The aim of this paper is to report a systematic approach to the development, didactic reasoning and implementation of a curriculum for training student tutors in gross anatomy. the training program was developed using the six-step approach of Kern's curriculum development model. For needs assessment, the literature research was amended by a survey among the 1st and 2nd year students of the dissection course (n=167) and two independent 90 min focus group interviews with the tutors who supervised these students (n=15). Protocols were transcribed and analyzed by margin coding. The training curriculum was setup on the basis of these data. corresponding to the literature, the students want student tutors with good teaching competence as well as adequate content knowledge and technical competence. Supporting that, the tutors request a training program enhancing their didactic skills as well as their knowledge of content and working using relevant methods. Thus, a combined didactic and professional training program has been developed. Six professional and 11 didactic learning objectives were defined. A 3 weeks training curriculum was implemented, using microteaching and group exercises for didactics and active dissection for technical training. Both parts were interlocked on a contextual and practical level. our focus group analyses revealed that a specific training program for student tutors in the dissection course is necessary. We describe a feasible task-oriented training curriculum combining didactic and professional objectives. 2010. Published by Elsevier GmbH.

  18. The Curtin Coaches: Benefits of an outreach tutoring program for first year pre-service teachers. A Practice Report

    Directory of Open Access Journals (Sweden)

    Saul Karnovsky

    2015-03-01

    Full Text Available The Curtin Coaches program represents a dynamic outreach opportunity for pre-service teachers enrolled in their first year of study at Curtin University to engage with school-aged students as classroom tutors. Research has shown that cross-age tutoring experiences in schools can benefit both the students receiving support and those who tutor, particularly in settings where individuals are engaging in community support work. According to program feedback, participants were able to develop a range of profession-related skills such as relationship building and gain new knowledge such as understanding how students learn. These competencies are salient as they align with the newly implemented standards for graduate teachers. Understanding the benefits such outreach programs bring pre-service teachers is vital as the future of HEPPP funded programs such as the Curtin Coaches is uncertain but the importance of Work Integrated Learning is increasing.

  19. Development and Validation of the Motivation for Tutoring Questionnaire in Problem-Based Learning Programs

    Directory of Open Access Journals (Sweden)

    Salah Eldin Kassab

    2017-06-01

    Discussion: Analyzing the tutors’ scores of their motivation for PBL tutoring yielded three significantly correlated constructs representing tutoring self-efficacy, tutoring interest and tutoring value. The findings demonstrated high internal consistency reliability of the questionnaire, strong correlation between the three constructs as well as correlations between the constructs and the self-rated tutoring skills scores. Taken together, the current study demonstrates that the newly developed instrument measuring motivation for PBL tutoring exhibits good psychometric properties. The findings in this paper pave the way for further studies for refining the measurement of this construct in different problem-based contexts.

  20. Perceptions of Tutoring Roles and Psychological Distance among Instructors, Tutors and Students at a Korean University

    Science.gov (United States)

    Lee, Hye-Jung; Hong, Youngil; Choi, Hyoseon

    2017-01-01

    This study explores issues related to the tutor's role when initiating tutoring as an institutional strategy at a conventional university. Based on a pilot tutoring program implemented in four college courses, we investigated the perceptions of instructors, tutors and students regarding the role of tutoring and whether it affected the…

  1. A QUALITATIVE EVALUATION OF THE DIDACTIC ACTING OF THE TUTORS INVOLVED IN THE PROGRAM OF TUTORIA IN BIOCHEMISTRY AT UFV

    Directory of Open Access Journals (Sweden)

    J.D. Damasceno

    2007-05-01

    Full Text Available The Tutorial Program in Biochemistry is part of a Program of Didactic Support atUFV that intends to give academic-pedagogic support to students that arrived tothe UFV with deficiency of previous knowledge in basic areas of the sciences. Thetutors are under-graduated students chosen by public selection. The present workseeks to evaluate the tutors of the biochemistry area as for the aspects publicspeaking, didacticism and satisfaction of the tutor and of the students assisted bythe program. Two questionnaires were applied, one to the tutors and one to theunder-graduated assisted-students. The totality of the tutors answered that theparticipation in this program contributes professionally by increasing the capacityof relationship in group, dynamism, decisions and organization, helped them to bemore extroverted and they felt satisfied to help other people, which characteristicsthat are more and more appraised in the job market. The evaluation showed alsothat the ability to express in public developed positively and improved the diction,presenting safety when speaking in public. The tutors also opened your vision onthe teaching form in the University, a positive result, considering their positions ofstudent in one public university.

  2. Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study

    Science.gov (United States)

    Burns, Matthew K.; Senesac, Barbara J.; Silberglitt, Benjamin

    2008-01-01

    There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current…

  3. Intelligent Tutor

    Science.gov (United States)

    1990-01-01

    NASA also seeks to advance American education by employing the technology utilization process to develop a computerized, artificial intelligence-based Intelligent Tutoring System (ITS) to help high school and college physics students. The tutoring system is designed for use with the lecture and laboratory portions of a typical physics instructional program. Its importance lies in its ability to observe continually as a student develops problem solutions and to intervene when appropriate with assistance specifically directed at the student's difficulty and tailored to his skill level and learning style. ITS originated as a project of the Johnson Space Center (JSC). It is being developed by JSC's Software Technology Branch in cooperation with Dr. R. Bowen Loftin at the University of Houston-Downtown. Program is jointly sponsored by NASA and ACOT (Apple Classrooms of Tomorrow). Other organizations providing support include Texas Higher Education Coordinating Board, the National Research Council, Pennzoil Products Company and the George R. Brown Foundation. The Physics I class of Clear Creek High School, League City, Texas are providing the classroom environment for test and evaluation of the system. The ITS is a spinoff product developed earlier to integrate artificial intelligence into training/tutoring systems for NASA astronauts flight controllers and engineers.

  4. Tutoring Executives Online

    DEFF Research Database (Denmark)

    Bignoux, Stephane; Sund, Kristian J.

    2016-01-01

    Studies of learning and student satisfaction in the context of online university programs have largely neglected programs catering specifically to business executives. Such executives have typically been away from higher education for a number of years, and have collected substantial practical...... experience in the subject matters they are taught. Their expectations in terms of both content and delivery may therefore be different from non-executive students. We explore perceptions of the quality of tutoring in the context of an online executive MBA program through participant interviews. We find...... that in addition to some of the tutor behaviors already discussed in the literature, executive students look specifically for practical industry knowledge and experience in tutors, when judging how effective a tutor is. This has implications for both the recruitment and training of online executive MBA tutors....

  5. Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New Jersey

    Science.gov (United States)

    Sharp, Jane; Rodas, Elizabeth Rivera; Sadovnik, Alan R.

    2012-01-01

    Although the Americans with Disabilities Act (ADA) of 1990 requires accommodations for individuals with disabilities in community settings, many out-of-school time (OST) programs struggle to successfully support youth with special needs. Programs that fully include children with special needs are less available for school-age children and…

  6. Can After-School Programs and Private Tutoring Help Improve Students' Achievement? Revisiting the Effects in Korean Secondary Schools

    Science.gov (United States)

    Ha, Yeojin; Park, Hyun-Jeong

    2017-01-01

    The purpose of this study is to examine the causal effects of after-school programs (ASPs) and private tutoring on Korean secondary school students' academic achievement. The students' data from the Gyeonggi Education Panel Study were used in this study for the actual data analysis. The study attempted to adjust for possible selection bias toward…

  7. How Does Private Tutoring Mediate the Effects of Socio-Economic Status on Mathematics Performance? Evidence from Turkey

    Science.gov (United States)

    Atalmis, Erkan Hasan; Yilmaz, Mustafa; Saatcioglu, Argun

    2016-01-01

    Private tutoring refers to additional instruction out of school. With its determinants and effects, private tutoring has received increasing attention from scholars over the past decades. Because of the increasing role of school and high-stakes exams, the demand for private tutoring has increased tremendously in Turkey. The purpose of this study…

  8. How do out-of-school activities support science learning in informal settings ?

    DEFF Research Database (Denmark)

    Hyllested, Trine

    2005-01-01

    An analysis of out-of -school learning in a naturecenter, in a secondary school and a public school.The teacher is a key-person in the use of out of school.......An analysis of out-of -school learning in a naturecenter, in a secondary school and a public school.The teacher is a key-person in the use of out of school....

  9. Out-of-School Activities Related to Science and Technology

    Directory of Open Access Journals (Sweden)

    Ángel Vázquez Alonso

    2007-05-01

    Full Text Available Artificial and natural environments constitute an extensive educational resource in whose framework the basic experiences that contribute to the development process of human beings occur. These experiences are the source of previous knowledge that students bring to school and that are key for building scientific school learning. This article reports the results of a study that addresses out-of-school experiences related to science and technology, through the application of an inventory list to a sample of students who were in their last year of compulsory education. The results show a relatively low overall frequency of experiences, characterized by some qualitative and quantitative differences according to a few grouping variables such as gender, the choice of an elective science subject, and different scientific topics and disciplines. In spite of its importance for learning, the school curriculum often ignores students’ previous experiences. Finally, we discuss the relevance of these results for developing a more equitable science and technology curriculum, from a perspective of a universal, humanistic science education.

  10. Detection Learning Style Vark For Out Of School Children (OSC)

    Science.gov (United States)

    Amran, Ali; Desiani, Anita; Hasibuan, MS

    2017-04-01

    Learning style is different for every learner especially for out of school children or OSC. They are not like formal students, they are learners but they don’t have a teacher as a guide for learning. E-learning is one of the solutions to help OSC to get education. E-learning should have preferred learning styles of learners. Data for identifying the learning style in this study were collected with a VARK questionnaire from 25 OSC in junior high school level from 5 municipalities in Palembang. The validity of the questionnaire was considered on basis of experts’ views and its reliability was calculated by using Cronbach’s alpha coefficients (α=0.68). Overall, 55% preferred to use a single learning style (Uni-modal). Of these, 27,76% preferred Aural, 20,57% preferred Reading Writing, 33,33% preferred Kinaesthetic and 23,13% preferred Visual. 45% of OSC preferred more than one style, 30% chose two-modes (bimodal), and 15% chose three-modes (tri-modal). The Most preferred Learning style of OSC is kinaesthetic learning. Kinaesthetic learning requires body movements, interactivities, and direct contacts with learning materials, these things can be difficult to implement in eLearning, but E-learning should be able to adopt any learning styles which are flexible in terms of time, period, curriculum, pedagogy, location, and language.

  11. The Effectiveness of Social Skills Training Program via Peer Tutoring on Aggression Level

    Directory of Open Access Journals (Sweden)

    İsmail YELPAZE

    2015-12-01

    Full Text Available The purpose of this study was to investigate the effectiveness of social skills intervention program via peer tutoring on aggression level of secondary school students. The study was a semi-experimental model using experimental group with pre and post-tests. Eleven (eighth class students were selected to have skills for being peer helper. The population of this research consisted 56 secondary school students at Kahramanmaraş. In order to evaluate aggression level of students, Aggression Scale developed by Tuzgöl (1998 was used. . Additionally, a Personal Information Sheet developed by the researcher was used to record certain demographic variables. Researcher applied social skills invention program to 11 students (peer helpers for eight weeks. Later, peer helpers applied intervention program to selected 56 students as well. After application, last-test was applied to selected 56 students, again. To analyze the data collected, SPSS 15 for computer was used. Results of the research revealed that the social skill program via peer helping (peer guidance considerably decreased the level of aggression of students at secondary school students. Students’ aggression level differentiated according to their sex, but not their class levels. Results were discussed in the light of literature

  12. A Quasi-Experimental Design to Evaluate the Use of PythonTutor on Programming Laboratory Session

    Directory of Open Access Journals (Sweden)

    Oscar Karnalim

    2018-02-01

    Full Text Available Abstract—Educational tool is one of the prominent solutions for aiding students to learn course material in Information Technology (IT domain. However, most of them are not used in practice since they do not properly fit student necessity. This paper evaluates the impact of an educational tool, namely PythonTutor, for completing programming laboratory task regarding data structure materials. Such evaluation will be conducted in one semester by implementing a quasi-experimental design. As a result, six findings can be deducted which are: 1 PythonTutor might positively affect student performance when the students have used such tool before; 2 Sometimes, student perspective regarding the impact of educational tool is not always in-sync with actual laboratory result; 3 the impact of PythonTutor might be improved when similar data representation is used consequently for several weeks; 4 the correlation between the use of PythonTutor and student performance might not be significant when the control and intervened group share completely different characteristics; 5 the students might experience some difficulties when they are asked to handle a big task for the first time; and 6 the students might be able to complete a particular weekly task with a promising result if the students have understood the material well.

  13. Out-of-School Time and Adolescent Substance Use.

    Science.gov (United States)

    Lee, Kenneth T H; Vandell, Deborah Lowe

    2015-11-01

    High levels of adolescent substance use are linked to lower academic achievement, reduced schooling, and delinquency. We assess four types of out-of-school time (OST) contexts--unsupervised time with peers, sports, organized activities, and paid employment--in relation to tobacco, alcohol, and marijuana use at the end of high school. Other research has examined these OST contexts in isolation, limiting efforts to disentangle potentially confounded relations. Longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 766) examined associations between different OST contexts during high school and substance use at the end of high school. Unsupervised time with peers increased the odds of tobacco, alcohol, and marijuana use, whereas sports increased the odds of alcohol use and decreased the odds of marijuana use. Paid employment increased the odds of tobacco and alcohol use. Unsupervised time with peers predicted increased amounts of tobacco, alcohol, and marijuana use, whereas sports predicted decreased amounts of tobacco and marijuana use and increased amounts of alcohol use at the end of high school. Although unsupervised time with peers, sports, and paid employment were differentially linked to the odds of substance use, only unsupervised time with peers and sports were significantly associated with the amounts of tobacco, alcohol, and marijuana use at the end of high school. These findings underscore the value of considering OST contexts in relation to strategies to promote adolescent health. Reducing unsupervised time with peers and increasing sports participation may have positive impacts on reducing substance use. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  14. Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers

    Science.gov (United States)

    Aleven, Vincent; McLaren, Bruce M.; Sewall, Jonathan; van Velsen, Martin; Popescu, Octav; Demi, Sandra; Ringenberg, Michael; Koedinger, Kenneth R.

    2016-01-01

    In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its…

  15. Teaching the Teacher: Tutoring SimStudent Leads to More Effective Cognitive Tutor Authoring

    Science.gov (United States)

    Matsuda, Noboru; Cohen, William W.; Koedinger, Kenneth R.

    2015-01-01

    SimStudent is a machine-learning agent initially developed to help novice authors to create cognitive tutors without heavy programming. Integrated into an existing suite of software tools called Cognitive Tutor Authoring Tools (CTAT), SimStudent helps authors to create an expert model for a cognitive tutor by tutoring SimStudent on how to solve…

  16. Enhanced evaluation data initiates a collaborative out-of-school time food sponsors work group.

    Science.gov (United States)

    Rifkin, Robin; Williams, Lauren A; Grode, Gabrielle M; Roberts-Johnson, Wendy-Anne

    2015-01-01

    Philadelphia's Healthy Kids, Healthy Communities Out-of-School Time (OST) Initiative led by the Health Promotion Council developed 10 Healthy Living Guidelines for Out-of-School Time Programs to support a healthy environment for Philadelphia youth in 200 OST programs. Health Promotion Council participated in an enhanced cross-site evaluation with the national Robert Wood Johnson Foundation evaluator during the final year of funding to learn more about food and nutrition in the OST setting, and to share data and engage the OST food providers. A plate waste study measured the quantity and nutrition composition of meals served to youth compared to food not eaten. Staff interviews measured program adherence to the Healthy Living Guidelines, along with other facets of the food environment in 7 Philadelphia OST programs. Online surveys were sent to OST programs. Food providers (sponsors) were interviewed using Appreciative Inquiry methodology to gain insight into systems, goals, and common interests. Aggregated plate waste data from 7 observations showed an average of 42% of the food uneaten after meal/snack consumption, and high sodium content of the meals. Twenty-nine staff at OST programs completed the online survey, and 3 food sponsors were interviewed. Recommendations to improve the food included increasing variety, offering more salads, fruits and vegetables, and culturally appropriate foods. Food sponsor interviews showed a variety of meal production, distribution, service and training systems, and an interest in working together. The food sponsors met to review the data and prioritized common goals. They continue to work together to improve systems and meals for food service. A food sponsors work group formed and continues as a result of sharing enhanced cross-site data about food in OST settings. Food sponsors continue to work together to improve systems and nutritional offerings for Philadelphia OST programs.

  17. ASSESSMENT OF A MULTINATIONAL ONLINE FACULTY DEVELOPMENT PROGRAM ON ONLINE TEACHING: REFLECTIONS OF CANDIDATE E-TUTORS

    Directory of Open Access Journals (Sweden)

    Muge ADNAN

    2017-01-01

    Full Text Available Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.

  18. Street ball, swim team and the sour cream machine: a cluster analysis of out of school time participation portfolios.

    Science.gov (United States)

    Nelson, Ingrid Ann; Gastic, Billie

    2009-10-01

    Adolescents spend only a fraction of their waking hours in school and what they do with the rest of their time varies dramatically. Despite this, research on out-of-school time has largely focused on structured programming. The authors analyzed data from the Educational Longitudinal Study of 2002 (ELS:2002) to examine the out-of-school time activity portfolios of 6,338 high school sophomores, accounting for time spent in school clubs and sports as well as 17 other activities. The analytical sample was balanced with respect to sex and racially and ethnically diverse: 49% female, 67% White, 10% Latino, 10% African American, and 6% Asian and Pacific Islander. Approximately 76% of the sample attended public schools, 30% were in the highest socioeconomic quartile, and 20% were in the lowest socioeconomic quartile. The authors identified five distinct out-of-school time activity portfolios based on a cluster analysis. The demographic profiles of students by portfolio type differed significantly with respect to sex, race/ethnicity, socioeconomic status, school type and location. Students by portfolio type also differed significantly in terms of measures of academic success, school behavior, victimization and perceptions of school climate, controlling for covariates. These findings underscore the importance of more complex considerations of adolescents' out-of-school time.

  19. A Comparative Analysis of Competency Frameworks for Youth Workers in the Out-of-School Time Field

    OpenAIRE

    Vance, Femi

    2010-01-01

    Research suggests that the quality of out-of-school time (OST) programs is related to positive youth outcomes and skilled staff are a critical component of high quality programming. This descriptive case study of competency frameworks for youth workers in the OST field demonstrates how experts and practitioners characterize a skilled youth worker. A comparative analysis of 11 competency frameworks is conducted to identify a set of common core competencies. A set of 12 competency areas that ar...

  20. 45 CFR 2522.940 - What are the requirements for a program in which AmeriCorps members serve as tutors?

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false What are the requirements for a program in which..., PROGRAMS, AND APPLICANTS Program Management Requirements for Grantees § 2522.940 What are the requirements for a program in which AmeriCorps members serve as tutors? A program in which members engage in...

  1. Engaging Students as Tutors, Trainers, and Leaders

    Science.gov (United States)

    Derrick, Deirdre

    2015-01-01

    While starting a tutoring program may seem like a daunting and time-consuming task, it does not have to be. The best way to approach the creation and development of a tutoring service is with a list of clear objectives. In this article, the author describes the process she used to create a tutoring program with her English as a foreign language…

  2. First-Year Students' Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students' Out-of-School Experience.

    Science.gov (United States)

    Gorges, Julia

    2017-01-01

    The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one's ASC and ITV regarding new learning content (here: business administration). First, students' experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration-mathematics-should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students' business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students' out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3-4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students' ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary school indicating revisions to them

  3. First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

    Science.gov (United States)

    Gorges, Julia

    2017-01-01

    The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one’s ASC and ITV regarding new learning content (here: business administration). First, students’ experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration—mathematics—should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students’ business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students’ out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3–4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students’ ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary school indicating

  4. First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

    Directory of Open Access Journals (Sweden)

    Julia Gorges

    2017-07-01

    Full Text Available The present study tested how academic self-concept of ability (ASC and intrinsic task value (ITV transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one’s ASC and ITV regarding new learning content (here: business administration. First, students’ experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration—mathematics—should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students’ business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students’ out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3–4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students’ ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary

  5. Students' Interest in Biology and Their Out-of-School Experiences

    Science.gov (United States)

    Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Meisalo, Veijo

    2006-01-01

    Interest in biology and the out-of-school experiences of Finnish secondary school pupils (n = 3626, median age 15) were surveyed in the spring of 2003 using the international ROSE questionnaire. Likert-scaled items were categorised with an explorative factor analysis. The scores of eight interest-context factors and seven out-of-school experience…

  6. Effective Interventions Aimed at Reaching Out-of-School Children: A Literature Review

    Science.gov (United States)

    Shanker, Ashim; Marian, Diana; Swimmer, Christopher

    2015-01-01

    This paper aggregates the academic literature reviewing and reporting interventions for out-of-school children (OOSC) around the world to serve as a guide for potential interventions in South Asia and elsewhere. It complements the Global Initiative on Out-of-School Children (OOSCI) South Asia Regional Study (2014). Thus the interventions reviewed…

  7. Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices

    Science.gov (United States)

    Mozolic, Jennifer; Shuster, Julia

    2016-01-01

    This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit…

  8. Perceptions of AIDS risk and condom use among out-of-school ...

    African Journals Online (AJOL)

    school adolescents in Moshi rural district of Kilimanjaro region, northern Tanzania. Methods: A cross-sectional study involving face-to-face interviews with out-of-school adolescents in eleven rural villages in Moshi district, northern Tanzania.

  9. Adding question answering to an e-tutor for programming languages

    Science.gov (United States)

    Taylor, Kate; Moore, Simon

    Control over a closed domain of textual material removes many question answering issues, as does an ontology that is closely intertwined with its sources. This pragmatic, shallow approach to many challenging areas of research in adaptive hypermedia, question answering, intelligent tutoring and humancomputer interaction has been put into practice at Cambridge in the Computer Science undergraduate course to teach the hardware description language Veri/og. This language itself poses many challenges as it crosses the interdisciplinary boundary between hardware and software engineers, giving rise to severalhuman ontologies as well as theprogramming language itself We present further results from ourformal and informal surveys. We look at further work to increase the dialogue between studentand tutor and export our knowledge to the Semantic Web.

  10. Out-of-school factors in english language proficiency: comparison between Slovenia and the Netherlands

    OpenAIRE

    Gorenc, Ana

    2017-01-01

    In my master's thesis, I focus on the connection between social environment and learning a foreign language, namely English. I write about out-of-school exposure, which is an important part of informal learning of English as a foreign language. In the theoretical part I discuss to what extent English is present in every-day life in Slovenia, the Netherlands and globally. This part contains facts about important out-of-school effects that affect learning English: social environment, family ba...

  11. Implementing a Principal Tutor to Increase Student Engagement and Retention within the First Year of a Professional Program

    Directory of Open Access Journals (Sweden)

    Jason Lodge

    2012-03-01

    Full Text Available With ongoing changes to the requirements for professional registration, greater demand for professional services, and targets for increasing participation, universities must adapt quickly to ensure that the quality of accredited professional programs is continually improving. The problem of retaining students is particularly relevant in accredited professional courses where students often have unrealistic expectations about course content and the profession. In order to address issues surrounding student engagement and retention in an accredited psychology course, a Principal Tutor was appointed to a first year cohort. By using a transition pedagogy framework to support student engagement through incorporating administrative and profession-specific advice within and outside the formal curriculum, the program appears to have been successful in increasing student engagement. Indicators of student engagement were higher than national averages and retention rates improved. Implications for possible application of the initiatives included in this program elsewhere are discussed. 

  12. Interest-Driven Learning Among Middle School Youth in an Out-of-School STEM Studio

    Science.gov (United States)

    Evans, Michael A.; Lopez, Megan; Maddox, Donna; Drape, Tiffany; Duke, Rebekah

    2014-10-01

    The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth's STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued.

  13. Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile

    Science.gov (United States)

    Jiménez, Verónica A.; Acuña, Fabiola C.; Quiero, Felipe J.; López, Margarita; Zahn, Carmen I.

    2015-01-01

    This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population…

  14. The connection between students' out-of-school experiences and science learning

    Science.gov (United States)

    Tran, Natalie A.

    This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

  15. An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement

    Science.gov (United States)

    Chappell, Shanan; Arnold, Pamela; Nunnery, John; Grant, Melva

    2015-01-01

    The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics…

  16. Değerleri Kazandırmasındaki Etkililik Açısından Resmi Ve Örtük Program İle Okul Dışı Etmenlerin Öğrenci Görüşleri Doğrultusunda Değerlendirilmesi Evaluation Of Curriculum, Hidden Curriculum And Out-Of-School Sources In Terms Of Their Efficacy For Gaining Values Based On Student Views

    Directory of Open Access Journals (Sweden)

    Etem YEŞİLYURT

    2012-12-01

    Full Text Available The aim of this study is to identify efficacy level and ways ofcurriculum, hidden curriculum and out-of-school sources on children‟svalue gain according 8th grade students‟ views. This research is insurvey model and study population consists of 8th grade students inprimary schools of Konya central provinces during second term of 2011-2012 academic year. Study sample includes 526 students from sixprimary schools and they have been selected by “homogeneoussampling method”. Research data has been obtained via “Way ofGaining Values Included in Primary School Curricula Survey” which isdeveloped by Der and Kuş (2009. In data analysis, frequency,percentage, arithmetic average, and standard deviation have been used.Based on obtained study findings, following conclusions have beenmade. Curriculum, hidden curriculum and out of school sources are allvery effective in making students gain personal, national and universalvalues. Although statistically significant difference has not been foundbetween these three variables in making students gain values, mosteffective factor still seems to be out-of-school sources, then curriculumand the least effective factor is hidden curriculum. Similar result hasbeen obtained when the ways of gaining values are examined. Anotherfinding of this study is that curriculum, hidden curriculum and out ofschool sources are more effective in terms of students‟ gaining ofnational values. In addition to these, based on obtained results, severalrecommendations have been made. Bu araştırmanın genel amacı, ilköğretim 8. sınıfta öğrenim gören öğrencilerin görüşleri doğrultusunda resmi ve örtük program ile okul dışı etmenlerin değerleri kazandırmasındaki etkililik düzeyini ve yollarını belirlemektir. Tarama modelinden yararlanılarak yapılan araştırmanın evrenini 2011-2012 akademik yılı ikinci döneminde, Konya ili merkez ilçelerde yer alan ilköğretim okulları ikinci kademe 8. sınıf d

  17. Delaying sexual debut amongst out-of-school adolescents in rural southwest Uganda.

    NARCIS (Netherlands)

    Nobelius, A.; Kalina, B.; Pool, R.; Whitworth, J.; Chesters, J.; Power, R.

    2010-01-01

    This paper focuses on ‘sexual debut’ among out-of-school youth in Masaka District, Uganda, factors influencing its timing and assistance young people feel they need to delay sexual initiation. Data were drawn from a sexual health needs assessment using applied anthropological techniques with young

  18. The Importance of Pupils' Interests and Out-of-School Experiences in Planning Biology Lessons

    Science.gov (United States)

    Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Meisalo, Veijo

    2008-01-01

    How to make learning more interesting is a basic challenge for school education. In this Finnish study, the international ROSE questionnaire was used to survey, during spring of 2003, the relationship between interest in biology and out-of-school experiences for 3626 ninth-grade pupils. Interest and experience factors were extracted by using the…

  19. Urban Adolescents' Out-of-School Activity Profiles: Associations with Youth, Family, and School Transition Characteristics

    Science.gov (United States)

    Pedersen, Sara

    2005-01-01

    This study applied individual growth trajectory analyses and person-oriented analysis to identify common profiles of out-of-school activity engagement trajectories among racially and ethnically diverse inner city teens (N = 1,430). On average, teens exhibited declining trajectories of participation in school-based and team sports activities and…

  20. Out of School Learning Environments in Social Studies Education: A Phenomenological Research with Teacher Candidates

    Science.gov (United States)

    Topçu, Ersin

    2017-01-01

    In this study, it was aimed to determine the remarks of teacher candidates on the place and importance of out of school learning environments in Social Studies education. Phenomenological method, which is one of the qualitative research designs, was used in this study. The work group of the study consists of 73 teacher candidates who conduct out…

  1. Attractor states in teaching and learning processes : a study of out-of-school science education

    NARCIS (Netherlands)

    Geveke, Carla H.; Steenbeek, Henderien W.; Doornenbal, Jeannette M.; Van Geert, Paul L. C.

    2017-01-01

    In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the

  2. Mothers' Perception and Practice in Their Childs' Out of School [Summer] Time: A Socioeconomic Perspective

    Science.gov (United States)

    Milhomme, Marcy B.

    2014-01-01

    I set out to explore the question: How do middle-class, working-class and low-income mothers experience their children's out of school summer time? Using qualitative basic interpretive approach, study findings draw from interview data, journal entries and participant observations from a study completed with 22 mothers of varying socioeconomic…

  3. Formative evaluation of an arithmetic game for out-of-school children in Sudan

    NARCIS (Netherlands)

    Stubbé-Alberts, H.E.; Oosterbeek, S.

    2014-01-01

    Education for children in the developing world is in crisis, and children growing up in war are already at the sharp end of global development challenges: of the 57 million primary-age children who are out of school, almost half live in conflict zones1. This research is grounded in the issues of

  4. Out-of-school childcare: exploring availability and quality in EU member states

    NARCIS (Netherlands)

    Plantenga, J.; Remery, C.L.H.S.

    2017-01-01

    While a large number of studies focuses on childcare facilities for preschool children, attention for out-of-school facilities is limited. The implicit assumption seems to be that facilities to combine work and care activities are less relevant once children reach the school-going age. Yet, in most

  5. Out-of-School English Language Use by Newcomer English Learners from Korea

    Science.gov (United States)

    Kim, Catherine E.

    2017-01-01

    This study reports the major findings of an in-depth survey and interview with a group of students and parents who recently immigrated to the U.S. from Korea. The study was conducted to identify how they engage in out-of-school English language use and to what extent parents and teachers are involved and supportive in the process. All the…

  6. THE ROLE OF OUT-OF-SCHOOL ENGLISH LITERACY ACTIVITIES IN PROMOTING STUDENTS’ ENGLISH LITERACY

    Directory of Open Access Journals (Sweden)

    LILIES SETIASIH

    2014-01-01

    Full Text Available This paper reports on a case study of the role of out-of-school English literacy activities in promoting students’ English literacy at an elementary school in Bandung. The study is an attempt to respond to controversy among decision makers about the idea of offering English at elementary schools and the reality that at the school where the research was conducted, English is fully used as a means of instruction for English, Mathematics, and Science. Considering that literacy is shaped in socio-cultural contexts, the researcher assumed that the students acquired and developed their English literacy not only at school but also outside of school. Their out-of-school English literacy activities might contribute to their English literacy development. The research aims were to investigate the students’ English literacy level and to identify their out-of-school literacy activities. The theoretical framework covered the cognitive and socio-cultural theories of literacy. The research results were: 1 the majority of the fourth grade students were in early advanced and advanced levels for the aspects of reading and writing proficiency; and 2 their out-of-school English literacy activities played an important role in building their English literacy.

  7. Governance Challenges in the Initiatives for Out-of-School Children in Tajikistan

    Science.gov (United States)

    Lo, William Yat Wai; Maclean, Rupert

    2015-01-01

    This article discusses the initiatives for out-of-school children in Tajikistan. The Tajik government has published two blueprint documents, namely, the "National Strategy for Education Development 2006-2015" and the "National Strategy for Education Development until 2020," which outlines a national vision for universal access…

  8. Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time

    Science.gov (United States)

    Dorph, Rena; Schunn, Christian D.; Crowley, Kevin

    2017-01-01

    The Coalition for Science After School highlights the dual nature of outcomes for science learning during out-of- school time (OST): Learning experiences should not only be positive in the moment, but also position youth for future success. Several frameworks speak to the first set of immediate outcomes--what youth learn, think, and feel as the…

  9. A Scale Development Study for the Teachers on Out of School Learning Environments

    Science.gov (United States)

    Balkan-Kiyici, Fatime; Yavuz Topaloglu, Melike

    2016-01-01

    When teachers organize planned and systematical out-of-school learning activities, students can understand the abstract and complex terms and topics better and therefore meaningful and deeper learning can occur. Within this context this study aims to develop a valid and reliable scale to determine the attitudes, behaviors, efficiency and…

  10. [Relationship between gender, experience of migration and premarital sex among out-of-school youths in rural Hainan, China].

    Science.gov (United States)

    Cao, Yuan; Wang, Yu; He, Qi-ya; Wang, Zhao-qian; Feng, Wei-ping; Ji, Jin-hua; Liao, Su-su

    2011-11-01

    To assess pre-marital sex behavior and its relationship with gender and experience of migration among 16 - 24 years-old out-of-school youths in rural Hainan province, China. 160 eligible youths from each of the 2 townships in County A and 80 from each of the 6 townships in County B were recruited, under equal proportion on gender, age distribution and experience of migration. An interviewer-administered, standardized questionnaire was used. 760 eligible participants (with each gender of 380) were interviewed. There were no significant differences in the proportions of reporting as sexually active (56.8% and 57.9%) or having premarital sex (54.5% and 50.0%) between male and female youths. However, among those sexually active participants, the average age at first sexual intercourse was (18.2 ± 1.9 years or 19.2 ± 1.8 years, P vs. 35.5%, P Married women were more likely to report pre-marital sex behavior than the unmarried ones. Through multivariate analysis on unmarried men, data showed that those having had experience on migration and at older age were associated with experiencing premarital sex. Gender difference was identified on the pattern of migration and its relationship with premarital sex among out-of-school rural youths in Hainan province. When prevention program is developed for rural youth, these differences should be taken into account.

  11. Consumers as tutors – legitimate teachers?

    Directory of Open Access Journals (Sweden)

    Owen Cathy

    2004-09-01

    Full Text Available Abstract Background The aim of this study was to research the feasibility of training mental health consumers as tutors for 4th year medical students in psychiatry. Methods A partnership between a consumer network and an academic unit in Psychological Medicine was formed to jointly develop a training package for consumer tutors and a curriculum in interviewing skills for medical students. Student attitudes to mental health consumers were measured pre and post the program. All tutorial evaluation data was analysed using univariate statistics. Both tutors and students evaluated the teaching program using a 4 point rating scale. The mean scores for teaching and content for both students and tutors were compared using an independent samples t-test. Results Consumer tutors were successfully trained and accredited as tutors and able to sustain delivery of tutorials over a 4 year period. The study found that whilst the medical students started with positive attitudes towards consumers prior to the program, there was a general trend towards improved attitude across all measures. Other outcomes for tutors and students (both positive and negative are described. Conclusions Consumer tutors along with professional tutors have a place in the education of medical students, are an untapped resource and deliver largely positive outcomes for students and themselves. Further possible developments are described.

  12. Marketing, Information, and Parental Choice: A Comparative Case Study of Third-Party, Federally Funded Out-of-School-Time Services

    Science.gov (United States)

    Stewart, Molly S.; Good, Annalee G.

    2016-01-01

    Information and promotional marketing play central but complex roles in market-based educational programs. This in-depth qualitative study examines these complexities using the case of Supplemental Educational Services, a parental choice program providing federally funded tutoring to low-income students in K-12 public schools. Examining the…

  13. An enquiry into the effects of a tutoring program on forty-eight disadvantaged students and their families

    Trove (Australia)

    Pierce, Robyn

    2004-01-01

    ... 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 tutor ...

  14. Impact of Paired Tutoring and Mentoring.

    Science.gov (United States)

    Bruce, Jennifer E.; Trammell, Jack

    2003-01-01

    Discusses a study that examines the effects of paired tutoring and mentoring on academic achievement of college freshmen in a probationary program. Results show that students with mentoring and tutoring services by the same person show greater academic gains as measured by compliance and academic achievement than do those students who were…

  15. Does Private Tutoring Payoff?

    OpenAIRE

    Gurun, Ayfer; Millimet, Daniel L.

    2008-01-01

    We assess the causal effect of private tutoring on the probability of university placement in Turkey. We find that tutoring increases the probability of being placed in a university when non-random selection is ignored. Moreover, among those utilizing private tutoring, greater expenditure on tutoring is also positively associated with university placement. However, we find evidence of positive selection into tutoring, but negative selection into greater expenditures among those receiving tuto...

  16. Getting Started with Market Research for Out-of-School Time Planning: A Resource Guide for Communities

    Science.gov (United States)

    Pokela, Julianne; Steblea, Ingrid; Shea, Linda; Denny, Elizabeth

    2007-01-01

    Conducting market research for out-of-school-time planning can replace assumptions with facts, give kids and parents a voice to express their needs and preferences, and help build stakeholder buy-in and support. This practical guide shows community leaders, policymakers and out-of-school-time practitioners how to use market research to make more…

  17. Social Justice and Out-of-School Science Learning: Exploring Equity in Science Television, Science Clubs and Maker Spaces

    Science.gov (United States)

    Dawson, Emily

    2017-01-01

    This article outlines how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. The author applies these ideas to out-of-school learning via television, science clubs, and maker spaces, looking at research as well…

  18. Valued Youth Partnerships: Programs in Caring. Cross-Age Tutoring Dropout Prevention Strategies.

    Science.gov (United States)

    Intercultural Development Research Association, San Antonio, TX.

    This booklet provides information about the Valued Youth Partnership (VYP) program for dropout prevention. Begun in 1984 with the support of the Coca-Cola Company and the collaboration of the Intercultural Development Research Association, the VYP program is being implemented in the Edgewood and South San Antonio school districts in San Antonio,…

  19. Planetary Science Educational Materials for Out-of-School Time Educators

    Science.gov (United States)

    Barlow, Nadine G.; Clark, Joelle G.

    2017-10-01

    Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning (CSTL) and Department of Physics and Astronomy (P&A) at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center (USGS ASC), and the Museum of Science Boston (MoS) are partners in developing, piloting, and researching the impact of three out-of-school time units. Planetary scientists at USGS ASC and P&A have developed two units for middle grades youth and one for upper elementary aged youth. The two middle school units focus on greywater recycling and remote sensing of planetary surfaces while the elementary unit centers on exploring space hazards. All units are designed for small teams of ~4 youth to work together to investigate materials, engineer tools to assist in the explorations, and utilize what they have learned to solve a problem. Youth participate in a final share-out with adults and other youth of what they learned and their solution to the problem. Curriculum pilot testing of the two middle school units has begun with out-of-school time educators. A needs assessment has been conducted nationwide among educators and evaluation of the curriculum units is being conducted by CSTL during the pilot testing. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices

  20. A Systematic Review of Reciprocal Peer Tutoring within Tertiary Health Profession Educational Programs

    Directory of Open Access Journals (Sweden)

    Swapnali Gazula

    2017-12-01

    Discussion: Whilst RPT has been found to have a positive impact upon learner experiences, further investigation is required around its use, particularly in assessing learning outcomes in health education programs.

  1. Sexual Violence Among Out-of-School Female Adolescents in Lagos, Nigeria

    Directory of Open Access Journals (Sweden)

    Kofoworola Odeyemi

    2016-10-01

    Full Text Available Sexual violence against females is a public health problem. This descriptive cross-sectional study sought to determine the prevalence of sexual violence among out-of-school female adolescents in Lagos, Nigeria and examine the context in which it occurs. Three hundred and fifty adolescents, between the ages of 10 and 19 years, working in Sandgrouse market, Lagos, were selected using cluster sampling. Data were collected using an interviewer-administered questionnaire. Almost half (42.9% of the respondents have had sexual intercourse, and median age at initiation was 17 years. Forced initiation was reported by 15.8%, and 36.3% reported that first intercourse was due to coercion. Among the sexually active, only 12.3% stated that “it is what they desire.” Majority of respondents (64.1% believe that rape is common in their community, and 18% of the sexually active have experienced rape. Out-of-school adolescents in this community are at risk of sexual violence. The factors that make them vulnerable need to be addressed.

  2. SCHOOL AND OUT-OF-SCHOOL PHYSICAL ACTIVITY OF CHILDREN IN RURAL AREAS

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    Robert Podstawski

    2014-08-01

    Full Text Available Purpose : The aim of the study was to assess the level of school and out-of-school physical activity of children living in rural area at the early stage of their education. Material : The research was conducted in 2009 at primary school in Świętajno (a village. The study group consisted of 42 girls and 44 boys from the 1 st, 2 nd and 3 rd grade of primary school, aged 7-10. The children were chosen by means of a purposeful selection and surveyed by a questionnaire consisting of five open-ended and five closed-ended questions. Results : The research showed that the children living in the rural area at the early stage of their education eagerly participated in the classes of physical education held at school. The most popular physical activities among the children included: games and plays with the ball and other equipment, running, gymnastics (among girls and matches and competitions (among boys. The outdoor physical activities in which the children were involved outside of school were spontaneous and unorganized including mainly cycling, roller-skating, skating or skiing. Conclusions : A marginal percentage of children participated in out-of-school sports trainings or other physical education-oriented classes (e.g. swimming lessons. A relatively high percentage of children devoted a great deal of their free time to watching television, DVDs or playing on the computer.

  3. Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

    Science.gov (United States)

    Geveke, Carla H; Steenbeek, Henderien W; Doornenbal, Jeannette M; Van Geert, Paul L C

    2017-01-01

    In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained.

  4. The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

    Science.gov (United States)

    VanLehn, Kurt

    2011-01-01

    This article is a review of experiments comparing the effectiveness of human tutoring, computer tutoring, and no tutoring. "No tutoring" refers to instruction that teaches the same content without tutoring. The computer tutoring systems were divided by their granularity of the user interface interaction into answer-based, step-based, and…

  5. Disparities in moderate-to-vigorous physical activity among girls and overweight and obese schoolchildren during school- and out-of-school time.

    Science.gov (United States)

    Hubbard, Kristie; Economos, Christina D; Bakun, Peter; Boulos, Rebecca; Chui, Kenneth; Mueller, Megan P; Smith, Katie; Sacheck, Jennifer

    2016-03-22

    Increasing physical activity (PA) during the school day and out-of-school time are critical strategies for preventing childhood obesity and improving overall health. The purpose of the present investigation was to examine schoolchildren's volume and type of PA during school-time and out-of-school, compared to national recommendations and differences by sex and weight status. This cross-sectional analysis included 517 3(rd)-5(th) grade schoolchildren from 13 New England elementary schools (October 2013-January 2014). Demographics were collected by parent questionnaire. Measured height and weight were used to categorize child weight status. Accelerometer data were collected over 7 days. PA was coded as total activity counts and minutes of sedentary, light, and moderate-to-vigorous physical activity (SED, LPA, MVPA) during 1) school, 2) weekday out-of-school, 3) weekend, and 4) total daily time. Multivariable mixed models were used to examine associations between sex and weight status and total counts, SED, LPA, and MVPA, controlling for demographics, wear-time, and clustering within schools. 453 participants (60.5% girls; mean age 9.1 years; 30.5% overweight/obese) had valid accelerometer wear time (≥3 days, ≥ 10 h/day). Few children achieved 60 min total daily (15.0%) or school-time (8.0 %) MVPA recommendations. For all time-of-day categories, girls achieved fewer MVPA minutes than boys (p girls than boys during school-time only (p < .05). Disparities in MVPA by sex and weight status across school and out-of-school time highlight the need for programs with equitable reach.

  6. Learning Achievement and Motivation in an Out-of-School Setting—Visiting Amphibians and Reptiles in a Zoo Is More Effective than a Lesson at School

    Science.gov (United States)

    Wünschmann, Stephanie; Wüst-Ackermann, Peter; Randler, Christoph; Vollmer, Christian; Itzek-Greulich, Heike

    2017-06-01

    Interventions in out-of-school settings have been shown in previous studies to be effectively increase students' science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of classroom teaching and a control group without teaching on the topic. We compared learning at school (School) and out-of-school learning (Reptilium), which were tested in a randomized field setting with a focus on knowledge and motivation. Sixty-five elementary students participated in either the School group, Reptilium group or control group. We measured knowledge on the topics reptiles and amphibians with a newly developed two-factorial test, calibrated with item response theory, before the intervention, immediately afterwards (posttest) and 2 weeks later (follow-up). Motivation was measured immediately after the intervention. Data analyses were performed using SPSS and Mplus. We conclude that the two interventions appeared highly superior to the control group and that the out-of-school setting in the Reptilium was more effective than the school-only program. Concerning motivation, perception of choice was higher in the Reptilium than in the School group. There were gender-by-treatment interaction effects for knowledge in the posttest and follow-up, for perceived competence and for pressure/tension. Concerning knowledge, boys performed better in the School group than girls but this gender gap was not significant in the Reptilium group. Boys perceived themselves as more competent in the School group while girls reported less pressure/tension in the Reptilium group. In conclusion, encountering living animals in a formal zoo learning arrangement is encouraged in primary school since it supports self-determination (free choice), leads to higher achievement and closes gender disparities in achievement.

  7. The Nature of a Literacy-Based Tutoring Program for At-Risk Youth: Mentorship, Professional Development, and Implementation

    Science.gov (United States)

    Lopez-Guerra, Maria Asusena

    2013-01-01

    The purpose of this research was to gain and provide an in-depth, holistic description and interpretation of the knowledge and literacy instruction tutors at Readers Advance provide students. Guided by a post-positivist realist framework and grounded theory methodology, qualitative inquiry design strategies were used to guide this research. This…

  8. The Revitalized Tutoring Center

    Science.gov (United States)

    Koselak, Jeremy

    2017-01-01

    One high-leverage strategy rooted in a strong research base--the revitalized tutoring center--provides a wealth of opportunity to students who may be otherwise underserved. This embedded, open-all-day tutoring center supports collaborative teacher teams by using peer tutors and community volunteers. By centralizing resources and providing supports…

  9. Institutional Tutoring Program: a strategy for raising standards of achievement in an educational institution Programa Institucional de Tutorías: Una estrategia para elevar el nivel de aprovechamiento en una institución educativa

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    Yazpik Hernández Vargas

    2013-03-01

    Full Text Available  This paper shows educational intervention strategies as an aid in reducing student failure and dropout rates supported on an institutional mentoring program, which is among current trends regarding policies for Higher Education (ES. The framework that was established in the European Space for Higher Education for the development of the Tuning project and its later adaptation and implementation in Latin America (AL was considered. The aforementioned agencies have contributed to the creation of a normative framework for the development of competency-based education, an approach engaged by the Instituto Politecnico Nacional (IPN as part of its new educational model. During this research, two joint strategies were presented: auxiliary courses and a counseling program, both supported by the institutional tutoring pro­gram in order to reduce student failure and dropout rates. The results showed that there was a 22.72% decrease in failure rate when considering all the students that were enrolled during the semester. It can be concluded that auxiliary courses and counseling programs are an al­ternative that can help reduce student failure and dropout rates.El presente trabajo muestra las estrategias de intervención educativa como apoyo para redu­cir los índices de reprobación y deserción escolar apoyados por el programa institucional de tutorías, dentro de las tendencias de las políticas educativas para la Educación Superior (ES, tomando en consideración lo que establece el marco del espacio europeo de ES para la crea­ción del proyecto Tuning y su posterior adaptación y aplicación para América Latina (AL. Los organismos antes mencionados contribuyen a generar un marco normativo para el desarrollo de la educación basada en el enfoque de competencias, tomado por el Instituto Politécnico Nacional (IPN en su nuevo modelo educativo. En este trabajo de investigación se presentaron dos estrategias conjuntas que son los cursos remediales y

  10. Tobacco use amongst out of school adolescents in a Local Government Area in Nigeria

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    Sangowawa Adesola O

    2010-10-01

    Full Text Available Abstract Introduction Out-of-school adolescents are often neglected when planning for tobacco prevention programmes whereas they are more vulnerable. Few studies exist in Nigeria about their pattern of tobacco use to serve as the basis for effective policy formulation. Method A sub sample of 215 out of school adolescents was analyzed from a descriptive cross sectional study on psychoactive substance use amongst youths in two communities in a Local Government Area in Nigeria which used a multi-stage sampling technique. Results Males were 53% and females 47%. Only 20.5% had ever used tobacco while 11.6% were current users. Males accounted for 60% of current users compared to 40% amongst females. Of current users, 84% believed that tobacco is not harmful to health. In addition, the two important sources of introduction to tobacco use were friends 72% and relatives 20%. Use of tobacco amongst significant others were: friends 27%, fathers 8.0%, relatives 4.2% and mothers 0.5%. The most common sources of supply were motor parks 52% and friends 16%. Conclusion The study showed that peer influence is an important source of introduction to tobacco use while selling of tobacco to adolescents in youth aggregation areas is common. We advocate for a theory based approach to designing an appropriate health education intervention targeted at assisting adolescents in appreciating the harmful nature of tobacco use in this locality. A point-of-sale restriction to prevent adolescent access to tobacco in youth aggregation areas within the context of a comprehensive tobacco control policy is also suggested. However, more research would be needed for an in-depth understanding of the tobacco use vulnerability of this group of adolescents.

  11. The arts in and out of school: Educational policy, provision and practice in Ireland today

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    Siobhán Dowling Long

    2015-12-01

    Full Text Available The debate relating to the place and value of the arts in Irish Education is one that has dominated educational policy, provision, and practice down through the history of Irish educational policy from the late nineteenth century to the present day. Indeed, interest in this topic has been re-ignited with the recent publication of two educational policy documents, one based on the arts-in-education in and out of school The Arts in Education Charter (2013, and the other on the development of children and young people’s literacy and numeracy Literacy and Numeracy For Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011––2020 (2011. Despite the Irish Government’s commitments to promote the arts in and out of school, this paper draws attention to the lack of any real investment in the Arts in Education Charter by the Irish Government, and the neglect of policymakers to include references to national and international educational research on the value of the arts for enhancing children’s life-long learning. Noting the pressures on primary teachers to allocate more time to the Literacy and Numeracy Strategy, it highlights the potential threat of this initiative to the primary school arts education programme. Finally, it draws attention to the notable absence of an arts education programme for the majority of senior post-primary pupils who leave school without any in-depth knowledge and appreciation of their rich cultural heritage. This is an area of grave concern, and one that has received very little, if any, attention to date.

  12. The Arts In and Out of School: Educational Policy, Provision and Practice in Ireland Today

    Directory of Open Access Journals (Sweden)

    Siobhán Dowling LONG

    2015-12-01

    Full Text Available The debate relating to the place and value of the arts in Irish Education is one that has dominated educational policy, provision, and practice down through the history of Irish educational policy from the late nineteenth century to the present day. Indeed, interest in this topic has been re-ignited with the recent publication of two educational policy documents, one based on the arts-in-education in and out of school The Arts in Education Charter (2013, and the other on the development of children and young people’s literacy and numeracy Literacy and Numeracy For Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011––2020 (2011. Despite the Irish Government’s commitments to promote the arts in and out of school, this paper draws attention to the lack of any real investment in the Arts in Education Charter by the Irish Government, and the neglect of policymakers to include references to national and international educational research on the value of the arts for enhancing children’s life-long learning. Noting the pressures on primary teachers to allocate more time to the Literacy and Numeracy Strategy, it highlights the potential threat of this initiative to the primary school arts education programme. Finally, it draws attention to the notable absence of an arts education programme for the majority of senior post-primary pupils who leave school without any in-depth knowledge and appreciation of their rich cultural heritage. This is an area of grave concern, and one that has received very little, if any, attention to date.

  13. Development of Peer Tutoring Services to Support Osteopathic Medical Students' Academic Success.

    Science.gov (United States)

    Swindle, Nicholas; Wimsatt, Leslie

    2015-11-01

    Peer tutoring can benefit both tutors and tutored students, but information is lacking regarding establishing and measuring outcomes of such a program at new medical schools. To examine the outcomes of a pilot peer tutoring initiative and explore the implications for long-term program development. Fifty-one osteopathic medical students who participated in a pilot peer tutoring program during the 2013-2014 academic year were surveyed regarding satisfaction with the program. Course grade means for the tutors (all courses) and tutored students (specific courses) were analyzed before and after participating in the tutoring experience. Data analyses were performed using frequency distributions, t tests, and qualitative assessment of emergent themes. The survey had a 76% response rate (39 of 51 students). Both tutored students and tutors were satisfied with the tutoring program. Statistically significant changes in course grades for the tutored courses were noted at 3 to 4 and 8 to 9 months among the tutored students who were most at risk for failure (P=.001). Tutor course grades showed no significant changes for any of the courses in which they were enrolled (P=.445). Learning gains were realized by the students at greatest academic risk. Additional research is needed to evaluate long-term outcomes.

  14. Psychiatric disorder symptoms, substance use, and sexual risk behavior among African-American out of school youth.

    Science.gov (United States)

    Turner, Alezandria K; Latkin, Carl; Sonenstein, Freya; Tandon, S Darius

    2011-05-01

    To examine the association between symptoms of psychiatric disorder (i.e. depression, anxiety, and substance use) and sexual risk behavior in a sample of African-American adolescents and young adults in an employment training program. Baseline data were used from a pilot study of an intervention to reduce depressive symptoms among youth disconnected from school and the workforce. Participants were recruited from two employment training programs in East and West Baltimore (N=617; age 16-23 years). Data were collected through audio computer-assisted self-interview (ACASI). Mental health indicators were measured using the Center for Epidemiological Studies Depression Scale and Beck Anxiety Inventory. Multivariate logistic regression was used to determine the odds of sexual risk behavior for each mental health condition and combinations of conditions. Lack of condom use at last sex was significantly associated with elevated anxiety symptoms. Number of sexual partners was associated with elevated depression symptoms and substance use. Early sexual debut was associated with substance use in the past 30 days. Also, there were differences in the likelihood of engaging in sexual risk behavior comparing groups with different combinations of mental health problems to those with no symptoms of disorder or substance use. The results demonstrate the need for HIV prevention programs that target out-of-school youth, as they are likely to engage in risky sexual behavior. Our findings highlight the need to develop behavioral interventions that address disorder symptoms, substance use, and risky sexual behavior among youth in employment training programs. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  15. Is All Well?: Relationship of Media Consumption of Filipino Out of School Youth with their Subjective Wellbeing

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    Erika S. Deveza

    2016-11-01

    Full Text Available Studies on youth media consumption and its effects on their being have always been the interest of many studies all over the globe. It is because of youth’s importance in the society and the roles they will play in the future, most specifically the educated ones. However, in the Philippines, there is only little information about the out of school youth. This study aims to determine the media consumption of the out of school youth since they are one of the most deprived individuals on having sufficient knowledge about media and its effects on individuals. Among other types of media, television has the highest percentage of consumption among the Filipino out of school youth more than the Internet and radio. Using statistical methods, we relate the relationship of consuming a specific media to their subjective wellbeing. Findings revealed that not all media affects the out of school youth’s feelings of being contented, joyful, and relaxed, only specific media types affects such feelings. Overall, the study shows that the out of school youth and their consumption of media are indeed related with each other.

  16. Delaying sexual debut amongst out-of-school youth in rural southwest Uganda.

    Science.gov (United States)

    Nobelius, Ann-Maree; Kalina, Bessie; Pool, Robert; Whitworth, Jimmy; Chesters, Janice; Power, Robert

    2010-08-01

    This paper focuses on 'sexual debut' among out-of-school youth in Masaka District, Uganda, factors influencing its timing and assistance young people feel they need to delay sexual initiation. Data were drawn from a sexual health needs assessment using applied anthropological techniques with young people aged 13-19 years. Parents, guardians and community leaders were also consulted. All participants felt that young people begin their sexual lives too early. Young men feel under pressure from friends and older men to prove their masculinity. Most delay further activity after debut and want assistance to resist the pressure. Young women's debut after physical maturation prompts 'pestering' for sex from boys and men who offer gifts. After debut, young women remain sexually active but believe younger women need assistance to resist pressure. Programmes are needed to help young people achieve these goals. Structurally, the community needs to develop means of preventing men from pestering young women for sex and of redeveloping both the social role and pathway to marriage for young women who are marrying later than is traditional.

  17. The National Qualifications Framework in South Africa and "out-of-School Youth": Problems and Possibilities

    Science.gov (United States)

    Kgobe, Madumetja

    1997-07-01

    Over the past few years, an initiative called the National Qualifications Framework (NQF) has been unfolding in South Africa. The NQF has as its vision the integration of education and training and the creation of mechanisms through which all learners can receive accreditation for their learning, irrespective of where such learning takes place, and can progress through the education and training system. The passage of the SAQA Act in 1995, and the establishment of the SAQA Board in 1996, provided the framework for the implementation of the NQF. The success or failure of the NQF will depend largely on the extent to which it addresses the major challenges facing South Africa, not only in terms of education and training but also the need to cope with the economic imperatives of society through the conquest of poverty, hunger and unemployment. This paper explores the extent to which the NQF addresses these issues by examining it in relation to "out-of- school youth". The paper begins by providing the background and origins of the NQF. It is argued that the NQF has its origins in a web of interlocking local and international economic, ideological, social and political concerns. The paper then considers some of the key proposals of the NQF for the restructuring of education and training, and finally focus on implications for youth.

  18. Determinant of behavioural change for condom use among out of school youths in Tanzania

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    E. Katikiro

    2012-01-01

    Full Text Available This exploratory qualitative study aimed to identify perceived benefits, barriers and motivational factors impacting condom use for out-of-school youth ages 15-24 years. The study was carried out in Kinondoni Municipality of Tanzania between April and May 2010. A semi-structured guide was used in 8 in-depth interviews and two focus group discussions (FGDs among 30 respondents chosen through convenient sampling. The Health belief Model (HBM served as the conceptual framework for the study. Findings indicate that psychosocial and utilization problems were identified as main barriers to condom use. Additionally, lack of negotiation skills for safer sex was perceived as a serious impediment to condom use, particularly among women. An effective behavior-change programme for HIV prevention, which address psychosocial and utilization related barriers to condom use is needed. A well-designed strategy would improve condom use by putting emphasis on skills for correct condom use and negotiation for safer sex, particularly for women.

  19. Determinant of behavioural change for condom use among out- of- school youths in Tanzania

    Directory of Open Access Journals (Sweden)

    E. Katikiro

    2012-11-01

    Full Text Available This exploratory qualitative study aimed to identify perceived benefits, barriers and motivational factors impacting condom use for out-of-school youth ages 15-24 years. The study was carried out in Kinondoni Municipality of Tanzania between April and May 2010. A semi-structured guide was used in 8 in-depth interviews and two focus group discussions (FGDs among 30 respondents chosen through convenient sampling. The Health belief Model (HBM served as the conceptual framework for the study. Findings indicate that psychosocial and utilization problems were identified as main barriers to condom use. Additionally, lack of negotiation skills for safer sex was perceived as a serious impediment to condom use, particularly among women. An effective behavior-change programme for HIV prevention, which address psychosocial and utilization related barriers to condom use is needed. A well-designed strategy would improve condom use by putting emphasis on skills for correct condom use and negotiation for safer sex, particularly for women

  20. [School refusal and dropping out of school: positioning regarding a Swiss perspective].

    Science.gov (United States)

    Walitza, Susanne; Melfsen, Siebke; Della Casa, André; Schneller, Lena

    2013-01-01

    This article deals with refusal to attend school and dropping out of school from the point of view of child and adolescent psychiatry and psychology, in German speaking countries and from the perspective of Swiss schools and their administrative bodies. General epidemiological data on refusal to attend school show that approximately 5% of children and adolescents are likely to try to avoid attending school at some point. There is very little data available on the frequency of school drop-out. In the past two years (2011 and 2012), approximately 2% of all patients seen for the first time at the department of Child and Adolescent Psychiatry, University Zurich, were referred because of failure to attend school, making this phenomenon one of the most common reasons for referral in child and adolescent psychiatry. After a discussion of the epidemiology, symptomatology, causes and its risk factors, the article presents examples drawn from practice and guidelines for intervention in cases of refusal to attend school, and discusses ways of preventing school drop-out from the point of view of schools, hospitals and bodies such as educational psychology services in Switzerland.

  1. PC Tutor. Bericht uber ein PC-gestutzes Tutorensystem = PC Tutor. Report on a Tutoring System with Personal Computer. ZIFF Papiere 75.

    Science.gov (United States)

    Fritsch, Helmut

    A project was conducted to increase as well as to professionalize communication between tutors and learners in a West German university's distance education program by the use of personal computers. Two tutors worked on the systematic development of a PC-based correcting system. The goal, apart from developing general language skills in English,…

  2. Sowing the "Semillas" of Critical Multicultural Citizenship for Latina/o Undocumented Youth: Spaces in School and out of School

    Science.gov (United States)

    Salazar, Maria del Carmen; Martinez, Lisa M.; Ortega, Debora

    2016-01-01

    The purpose of this study is to address how spaces in school and out of school support or constrain undocumented Latina/o youths' development as critical multicultural citizens. We draw on data from a multi-phase, qualitative study to present findings indicating that the youths persevered through academic and civic engagement. Ultimately, the…

  3. Sexual partner types and related sexual health risk among out-of-school adolescents in rural south-west Uganda

    NARCIS (Netherlands)

    Nobelius, A.; Kalina, B.; Pool, R.; Whitworth, J.; Chesters, J.; Power, R.

    2011-01-01

    This paper focuses on ‘sexual debut’ among out-of-school youth in Masaka District, Uganda, factors influencing its timing and assistance young people feel they need to delay sexual initiation. Data were drawn from a sexual health needs assessment using applied anthropological techniques with young

  4. A Survey of Readmission Policies Pertaining to Students Who Had Been Out of School for Five or More Years.

    Science.gov (United States)

    Davis, John B.

    To determine the policies followed by certain institutions in admitting or readmitting students who had attended regionally accredited colleges or universities but who had been out of school for 5 or more years, a questionnaire was sent to 40 regional institutions. Responses were analyzed on the basis of 3 types of admission policies: readmission…

  5. The Effect of Poverty, Gender Exclusion, and Child Labor on Out-of-School Rates for Female Children

    Science.gov (United States)

    Laborda Castillo, Leopoldo; Sotelsek Salem, Daniel; Sarr, Leopold Remi

    2014-01-01

    In this article, the authors analyze the effect of poverty, social exclusion, and child labor on out-of-school rates for female children. This empirical study is based on a dynamic panel model for a sample of 216 countries over the period 1970 to 2010. Results based on the generalized method of moments (GMM) of Arellano and Bond (1991) and the…

  6. The Structural Relationship between Out-of-School Time Enrichment and Black Student Participation in Advanced Science

    Science.gov (United States)

    Young, Jamaal; Young, Jemimah

    2018-01-01

    The researchers tested a model of the structural relationship between Black student engagement in out-of-school time (OST) science enrichment and participation in advanced science courses in high school. The participants in the sample were Black students (N = 3,173) who participated in the High School Longitudinal Study of 2009/2012. The student…

  7. Predicting Middle School Students' Use of Web 2.0 Technologies out of School Using Home and School Technological Variables

    Science.gov (United States)

    Hughes, Joan E.; Read, Michelle F.; Jones, Sara; Mahometa, Michael

    2015-01-01

    This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer…

  8. Sexual and reproductive health information sources preferred by out-of-school adolescents in rural southwest Uganda

    NARCIS (Netherlands)

    Nobelius, A.; Kalina, B.; Pool, R.; Whitworth, J.; Chesters, J.; Power, R.

    2010-01-01

    This paper defines how out-of-school adolescents from Masaka District in rural southwest Uganda currently receive sexual and reproductive health information and how they would prefer to receive that information. Information adolescents feel they lack falls into three broad categories: sexual and

  9. Sexual and Reproductive Health Information Sources Preferred by Out-of-School Adolescents in Rural Southwest Uganda

    Science.gov (United States)

    Nobelius, Ann-Maree; Kalina, Bessie; Pool, Robert; Whitworth, Jimmy; Chesters, Janice; Power, Robert

    2010-01-01

    This paper defines how out-of-school adolescents from Masaka District in rural southwest Uganda currently receive sexual and reproductive health information and how they would prefer to receive that information. Information adolescents feel they lack falls into three broad categories: sexual and reproductive health issues, the negotiation of sex…

  10. Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education

    Science.gov (United States)

    Eshach, Haim

    2007-04-01

    The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students, and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit the great potential that scientific field trips may offer.

  11. It's not rocket science : developing pupils’ science talent in out-of-school science education for primary schools

    NARCIS (Netherlands)

    Geveke, Carla

    2017-01-01

    Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates

  12. It's not rocket science : Developing pupils’ science talent in out-of-school science education for Primary Schools

    NARCIS (Netherlands)

    Geveke, Catherina

    2017-01-01

    Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates

  13. Computer Tutors Get Personal

    Science.gov (United States)

    Johnson, David L.

    2005-01-01

    After decades of research in artificial intelligence (AI) and cognitive psychology, a number of companies have emerged that offer intelligent tutor system (ITS) soft ware to schools. These systems try to mimic the help that a human tutor would provide to an individual student, something nearly impossible for teachers to accomplish in the…

  14. Tutoring executives online

    DEFF Research Database (Denmark)

    Bignoux, Stephane; Sund, Kristian J.

    2018-01-01

    Studies of learning and student satisfaction in the context of online university programmes have largely neglected programmes catering specifically to business executives. Such executives have typically been away from higher education for a number of years, and have collected substantial practical...... experience in the subject matters they are taught. Their expectations in terms of both content and delivery may therefore be different from non-executive students. We explore perceptions of the quality of tutoring in the context of an online executive MBA programme through participant interviews. We find...... that in addition to some of the tutor behaviours already discussed in the literature, executive students look specifically for practical industry knowledge and experience in tutors, when judging how effective a tutor is. This has implications for both the recruitment and training of online executive MBA tutors....

  15. Change from within. How communities can be involved in preventing children from dropping out of school

    Directory of Open Access Journals (Sweden)

    Myrna Derksen

    2013-12-01

    Full Text Available Change from within. How communities can be involved in preventing children from dropping out of schoolIn this article, based on a social work graduation project carried out at a primary school in Douglas, Northern Cape, South Africa, the issue of young children dropping out of primary education is outlined, as well as its causes. Solutions that address the direct causes seem hard to find. Such solutions should address deep-rooted assumptions and a lack of awareness of the importance of education on the part of many individuals, it is suggested. The author proposes that social workers seek to involve the community in solving their own problems, such as drop-outs. A bottom-up approach should be used to change incorrect assumptions about education and the importance of education should be emphasized. An example is given of how empowering and educating the right people to take responsibly for their community can benefit that community and also help relieve social workers of their massive workloads, which is a significant problem in South Africa.Verandering van binnenuit. Hoe de gemeenschap betrokken kan worden in het voorkomen van schooluitval bij kinderenIn dit artikel, gebaseerd op een Social work afstudeeronderzoek op een basisschool in Douglas, Noord Kaap, Zuid Afrika, wordt uitleg geven over (de oorzaken van het probleem van kinderen die het primaire onderwijs vroegtijdig verlaten. Eventuele directe oplossingen voor dit probleem lijken moeilijk te vinden. Diepgewortelde aannames en onwetendheid wat betreft het belang van educatie zullen moeten worden aangepakt. De auteur vindt dat Social workers meer moeten proberen de gemeenschap te betrekken bij het oplossen van problemen die de hele gemeenschap aangaan, zoals de schooluitval. Een “bottom-up” aanpak kan nuttig zijn in het veranderen van verkeerde aannames en onwetendheid over (het belang van educatie. Er wordt een voorbeeld gegeven waarin duidelijk wordt hoe je door “empowerment” en

  16. A Window into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring

    Science.gov (United States)

    Westenskow, Arla; Boyer-Thurgood, Jennifer; Moyer-Packenham, Patricia S.

    2015-01-01

    This research study examined the perceptions of 24 parents of rising 5th-grade students with mathematics learning difficulties as part of a 10-week summer mathematics tutoring experience. During the summer tutoring program, parents observed their children participating in mathematics learning experiences during one-to-one tutoring sessions. At the…

  17. Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers

    Science.gov (United States)

    Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H.

    2018-01-01

    This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…

  18. A Case Study on Leadership Identity Development of Tutors in a Learning Center

    Science.gov (United States)

    Crandall, Samantha L.

    2017-01-01

    The effectiveness of a tutor training program is often only measured by student results rather than tutor outcomes (CRLA, 2016). Experiences in college, such as on-campus employment, greatly contribute to the development of students (Savoca, 2016). However, little research exists on the leadership development of tutors (NADE, 2016). Having a…

  19. Using Cognitive Tutor Software in Learning Linear Algebra Word Concept

    Science.gov (United States)

    Yang, Kai-Ju

    2015-01-01

    This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study's purpose was to examine whether students' mathematics performance as it is related to using Cognitive Tutor provided evidence to support Koedlinger's (2002) four instructional principles used…

  20. Enhancing Preservice Teachers' Skillsets and Professionalism through Literacy Tutoring Experiences

    Science.gov (United States)

    Paquette, Kelli R.; Laverick, DeAnna M.

    2017-01-01

    This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…

  1. Peer Tutoring Effects on Omani Students' English Self-Concept

    Science.gov (United States)

    Alrajhi, Marwa N.; Aldhafri, Said S.

    2015-01-01

    Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125…

  2. Peer Tutoring with Child-Centered Play Therapy Language

    Science.gov (United States)

    Vavreck, Sarah; Esposito, Judy

    2012-01-01

    The focus of this paper is on responses from fifth grade peer tutors who were trained to use child-centered play therapy language during tutoring sessions with kindergarteners. The focus of this project was to identify academic and social/emotional benefits of participating in the program. Results indicated that participation in the program…

  3. An Intelligent Tutor for Intrusion Detection on Computer Systems

    National Research Council Canada - National Science Library

    Rowe, Neil C; Schiavo, Sandra

    1998-01-01

    ... critical. We describe a tutor incorporating two programs. The first program uses artificial-intelligence planning methods to generate realistic audit files reporting actions of a variety of simulated users (including intruders...

  4. Food and drink purchasing habits out of school at lunchtime: a national survey of secondary school pupils in Scotland.

    Science.gov (United States)

    Macdiarmid, Jennie I; Wills, Wendy J; Masson, Lindsey F; Craig, Leone C A; Bromley, Catherine; McNeill, Geraldine

    2015-08-04

    Food and drink purchasing habits of pupils out of school at lunchtime may be contributing to poor dietary intakes and overweight and obesity. The aim of this study was to identify the places from which purchases were made, types of food and drinks purchased and, the reasons for purchasing food or drinks out of school. A survey of the food and drinks purchasing habits of secondary school pupils (11-16 yrs) out of school at lunchtime was conducted in Scotland in 2010. A face-to-face interview and a self-completion questionnaire was designed to identify the food outlets used at lunchtime, types of food and drinks purchased and pupils' reasons for purchasing food or drinks out of school. Height and weight were measured and BMI centiles used to classify pupils as normal weight, overweight or obese. Results were compared by age group, sex, BMI group and level of socio-economic deprivation. Of the 612 pupils who completed the survey, 97 % reported having access to places selling food or drinks out of school at lunchtime, and of these 63 % made purchases. A higher proportion of pupils from more deprived areas reported purchasing food or drinks out of school, but the proportion making purchases did not differ significantly by sex or BMI group. Supermarkets were the outlets from which pupils reported most often making purchases, with fewer purchasing food or drinks from fast food takeaways, and this did not differ significantly by socio-economic deprivation. Reasons for making purchases included availability of preferred food and drinks, some of which are restricted for sale in schools, and social reasons, such as wanting to be with friends. Sandwiches and non-diet soft drinks were items most commonly purchased, followed by confectionery and diet soft drinks. However, less than 10 % of all the secondary school pupils reported purchasing these foods every day. Supermarkets, not just fast food outlets, should be considered when developing strategies to improve the dietary

  5. Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum.

    Science.gov (United States)

    Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

    2016-01-01

    Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives.

  6. Peer tutoring in a medical school: perceptions of tutors and tutees.

    Science.gov (United States)

    Burgess, Annette; Dornan, Tim; Clarke, Antonia J; Menezes, Audrey; Mellis, Craig

    2016-03-08

    Peer tutoring has been described as "people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching". Peer tutoring is well accepted as a source of support in many medical curricula, where participation and learning involve a process of socialisation. Peer tutoring can ease the transition of the junior students from the university class environment to the hospital workplace. In this paper, we apply the Experienced Based Learning (ExBL) model to explore medical students' perceptions of their experience of taking part in a newly established peer tutoring program at a hospital based clinical school. In 2014, all students at Sydney Medical School - Central, located at Royal Prince Alfred Hospital were invited to voluntarily participate in the peer tutoring program. Year 3 students (n = 46) were invited to act as tutors for Year 1 students (n = 50), and Year 4 students (n = 60) were invited to act as tutors for Year 2 students (n = 51). Similarly, the 'tutees' were invited to take part on a voluntary basis. Students were invited to attend focus groups, which were held at the end of the program. Framework analysis was used to code and categorise data into themes. In total, 108/207 (52 %) students participated in the program. A total of 42/106 (40 %) of Year 3 and 4 students took part as tutors; and of 66/101 (65 %) of Year 1 and 2 students took part as tutees. Five focus groups were held, with 50/108 (46 %) of students voluntarily participating. Senior students (tutors) valued the opportunity to practice and improve their medical knowledge and teaching skills. Junior students (tutees) valued the opportunity for additional practice and patient interaction, within a relaxed, small group learning environment. Students perceived the peer tutoring program as affording opportunities not otherwise available within the curriculum. The peer teaching program provided a framework within the

  7. Data Driven Professional Development Design for Out-of-School Time Educators Using Planetary Science and Engineering Educational Materials

    Science.gov (United States)

    Clark, J.; Bloom, N.

    2017-12-01

    Data driven design practices should be the basis for any effective educational product, particularly those used to support STEM learning and literacy. Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center, and the Museum of Science Boston are partners in developing, piloting, and researching the impact of three out of school time units. Two units are for middle grades youth and one is for upper elementary aged youth. The presentation will highlight the data driven development process of the educational products used to provide support for educators teaching these curriculum units. This includes how data from the project needs assessment, curriculum pilot testing, and professional support product field tests are used in the design of products for out of school time educators. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices in education and gives guidance on methods, for example, to develop cultural relevancy for underrepresented students. Tier 4 helps make connections to other NASA or educational products that support STEM learning in out of school settings. Examples of the tiers of support will be provided.

  8. A Study on Developing a Guide Material for Science Classes Supported by Out-of-School Learningi

    Science.gov (United States)

    Bakioglu, Büsra; Karamustafaoglu, Orhan

    2017-01-01

    The main purpose of this research was to develop a guide material in line with learning outcomes of the unit for the 5th Graders titled Solving the Puzzle: Our Body in order to be utilized during out-of-school learning activities by science teachers. There is no guide material developed in our country for science teachers to be used in out-of…

  9. Hazards in the Solar System: Out-of-School Time Student Activities Focused on Engineering Protective Space Gloves

    Science.gov (United States)

    Vaughan, R. G.; Meyer, N.; Anderson, R. B.; Sokol, K.; Nolan, B.; Edgar, L. A.; Gaither, T. A.; Milazzo, M. P.; Clark, J.

    2017-12-01

    "In Good Hands: Engineering Space Gloves" is a new Engineering Adventures® curriculum unit created for students in grades 3-5 in out-of-school time programs. It was designed and created by the Engineering is Elementary® team at the Museum of Science in Boston, MA, in collaboration with subject matter experts at the USGS Astrogeology Science Center and teacher professional development experts at Northern Arizona University's Center for Science Teaching and Learning. As part of the NASA-funded PLANETS (Planetary Learning that Advances the Nexus of Engineering, Technology, and Science) project, the goals for this unit are to introduce students to some of the potential hazards that would be faced by astronauts exploring planetary bodies in the solar system, and to engage students in thinking about how to engineer solutions to these challenges. Potential human health hazards in planetary exploration include: little to no breathable oxygen, exposure to extreme temperatures and pressures, radiation, dusty or toxic environments, and/or high velocity debris. First, students experiment with gloves made of different materials to accomplish tasks like picking up paper clips, entering numbers on a calculator, and using simple tools, while also testing for insulating properties, protection from crushing forces, and resistance to dust contamination. Students explore the trade-offs between form and multiple desired functions, and gain an introduction to materials engineering. Students are then presented with three different missions. Mission 1 is to collect and return a sample from Saturn's moon, Titan; Mission 2 is mining asteroids for useful minerals; and Mission 3 is to build a radio tower on the far side of Earth's moon. Each of these missions exhibits different potential hazards. Based on their previous experiments with different types of glove materials, students develop and test glove designs that will protect astronauts from mission-specific hazards, while still

  10. An integrated 2-year clinical skills peer tutoring scheme in a UK-based medical school: perceptions of tutees and peer tutors

    Science.gov (United States)

    2018-01-01

    Background Several benefits of peer tutoring in medical school teaching have been described. However, there is a lack of research on the perceptions of peer tutoring, particularly from tutees who partake in a long-term clinical skills scheme integrated into the medical school curriculum. This study evaluates the opinions of preclinical tutees at the end of a 2-year peer-tutored clinical skills program and peer tutors themselves. Methods A cross-sectional study was conducted in a UK-based medical school that primarily utilizes peer tutoring for clinical skills teaching. A questionnaire was designed to assess the views of preclinical tutees and peer tutors. Likert scales were used to grade responses and comment boxes to collect qualitative data. Results Sixty-five questionnaires were collected (52 tutees, 13 peer tutors). Seventy-nine percent of students felt satisfied with their teaching, and 70% felt adequately prepared for clinical placements. Furthermore, 79% believed that peer tutoring is the most effective method for clinical skills teaching. When compared to faculty teaching, tutees preferred being taught by peer tutors (63%), felt more confident (73%), and were more willing to engage (77%). All peer tutors felt that teaching made them more confident in their Objective Structured Clinical Examination performance, and 91% agreed that being a tutor made them consider pursuing teaching in the future. Thematic analysis of qualitative data identified 3 themes regarding peer tutoring: a more comfortable environment (69%), a more personalized teaching approach (34%), and variation in content taught (14%). Conclusion Preclinical tutees prefer being taught clinical skills by peer tutors compared to faculty, with the peer tutors also benefitting. Studies such as this, looking at long-term schemes, further validate peer tutoring and may encourage more medical schools to adopt this method as an effective way of clinical skills teaching. PMID:29922105

  11. 25 CFR 36.90 - What recreation, academic tutoring, student safety, and health care services must homeliving...

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What recreation, academic tutoring, student safety, and... What recreation, academic tutoring, student safety, and health care services must homeliving programs provide? All homeliving programs must provide for appropriate student safety, academic tutoring...

  12. Peer Tutoring: A Training and Facilitation Guide

    Science.gov (United States)

    Pirini, Jesse

    2017-01-01

    Students can make huge gains in academic grades and confidence with the help of peer tutoring. This book provides practical, research-based strategies for anyone wanting to run a peer tutoring programme or to improve their own tutoring practice. The book focuses on two key components of tutoring: the tutoring relationship and tutoring tools. The…

  13. Learning Achievement and Motivation in an Out-of-School Setting--Visiting Amphibians and Reptiles in a Zoo Is More Effective than a Lesson at School

    Science.gov (United States)

    Wünschmann, Stephanie; Wüst-Ackermann, Peter; Randler, Christoph; Vollmer, Christian; Itzek-Greulich, Heike

    2017-01-01

    Interventions in out-of-school settings have been shown in previous studies to effectively increase students' science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of…

  14. Automatic Detection of Tutoring Styles Based on Tutors' Behavior

    Science.gov (United States)

    Bendjebar, Safia; Lafifi, Yacine; Zedadra, Amina

    2016-01-01

    In e-learning systems, tutors have a significant impact on learners' life to increase their knowledge level and to make the learning process more effective. They are characterized by different features. Therefore, identifying tutoring styles is a critical step in understanding the preference of tutors on how to organize and help the learners. In…

  15. Do tutors matter? Assessing the impact of tutors on firstyear ...

    African Journals Online (AJOL)

    This research sought to determine if a teaching intervention using tutors in a South African university could promote epistemological access to university for first-year students. Although hiring, developing and managing tutors takes oney, time and energy, the effectiveness of tutors in the South African context is ...

  16. Differences in the perception of characteristics of excellence of clinical tutors among residents and consultants at an emergency medicine residency program a qualitative research

    Directory of Open Access Journals (Sweden)

    Muna Saleem Aljahany

    2013-01-01

    Full Text Available Introduction: Defining exactly what characterizes a clinical tutor as excellent and another less effective, is an important task in assessing the effectiveness of clinical training and guiding faculty development. Aim: We aimed to evaluate those characteristics and measure differences in their perception among accomplished and non-accomplished consultants and residents in the Emergency Department. We also compared perceptions between the different groups of participants. Methods: The characteristics measured were extracted from an extensive search of previously published studies summarized in a review article. A qualitative study was conducted, using a 20 item questionnaire piloted from the refined characteristics (good indicator of reliability; Cronbach′s Alpha = 0.86. The questionnaire was distributed among all consultants and residents in Saudi Board of Emergency Medicine. Results: No significant difference between consultants′ and residents′ perception was found. "Sincere" was an exception 87.8% versus 55.1%, P = 0.013. Consultants′ specifications did not seem to affect perception on overall scores and its component sub-scores. Conclusion: Since results showed no relation between accomplished and non-accomplished consultants in perceiving those qualities, we excluded the lack of knowledge of those characteristics as a cause of being accomplished or non-accomplished. We suggest a greater dedication from program developers towards creating more opportunities to involve more consultants in basic Emergency Medicine training.

  17. RISKY SEXUAL BEHAVIOR AMONG OUT-OF-SCHOOL THAI AND NON-THAI YOUTH IN URBAN CHIANG MAI, THAILAND.

    Science.gov (United States)

    Musumari, Patou Masika; Tangmunkongvorakul, Arunrat; Srithanaviboonchai, Kriengkrai; Manoyosa, Veruree; Tarnkehard, Surapee; Techasrivichien, Teeranee; Suguimoto, S Pilar; Ono-Kihara, Masako; Kihara, Masahiro; Chariyalertsak, Suwat

    2017-01-01

    Out-of-school youth in Thailand engage in risky sexual behavior that puts them at risk for contracting HIV infection and can have other negative sexual reproductive health outcomes. No study has examined risky sexual behaviors and compared them between Thai and non-Thai out-of-school youth. The current study compares sexual risk behavior and HIV testing behavior between out-of-school Thai and non-Thai youth. We conducted face-to-face interviews in this study population in urban Chiang Mai during 2014. Participants were recruited through convenience sampling from two main sources: non-formal education centers (NFECs) and social meeting places. We recruited 924 youth, aged 15-24 years, of whom 424 (45.9%) were Thai and 500 (54.1%) were non-Thai. The majority were attending NFECs (82.3%). Of the sexually experienced participants (57.7%), 75.4% did not use condoms consistently, and 50.3% had at least 2 lifetime sexual partners. Among the study participants, the Thai studied youth had significantly higher odds of ever having had sex (AOR=2.33; 95% CI: 1.56-3.49; p<0.001), having an earlier sexual debut (AOR=5.52; 95% CI: 2.71-11.25; p<0.001) and having a larger number of lifetime sexual partners (AOR=2.31; 95% CI: 1.37-3.88; p=0.002) than non-Thai participants. There was no significant difference between the Thai and non-Thai participants in terms of having HIV testing. The Thai studied youth were more likely to engage in risky sexual behavior than the non-Thai youth. However, both groups displayed risky sexual behaviors. Future research should explore indepth the drivers of risky sexual behaviors among both Thai and non-Thai youth.

  18. The desktop interface in intelligent tutoring systems

    Science.gov (United States)

    Baudendistel, Stephen; Hua, Grace

    1987-01-01

    The interface between an Intelligent Tutoring System (ITS) and the person being tutored is critical to the success of the learning process. If the interface to the ITS is confusing or non-supportive of the tutored domain, the effectiveness of the instruction will be diminished or lost entirely. Consequently, the interface to an ITS should be highly integrated with the domain to provide a robust and semantically rich learning environment. In building an ITS for ZetaLISP on a LISP Machine, a Desktop Interface was designed to support a programming learning environment. Using the bitmapped display, windows, and mouse, three desktops were designed to support self-study and tutoring of ZetaLISP. Through organization, well-defined boundaries, and domain support facilities, the desktops provide substantial flexibility and power for the student and facilitate learning ZetaLISP programming while screening the student from the complex LISP Machine environment. The student can concentrate on learning ZetaLISP programming and not on how to operate the interface or a LISP Machine.

  19. Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

    Directory of Open Access Journals (Sweden)

    Kassab SE

    2016-01-01

    Full Text Available Salah Eldin Kassab,1 Nahla Hassan,1 Marwan F Abu-Hijleh,2 Reginald P Sequeira3 1Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 2College of Medicine, Qatar University, Doha, Qatar; 3College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Purpose: Recruitment of tutors to work in problem-based learning (PBL programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods: This study included evaluation of faculty (n=69 who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS, Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring using structured evaluation forms based on a Likert-type scale (poor to excellent. The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results: Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000. Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion: Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. Keywords: PBL, tutor, tutoring skills, lecturing skills

  20. Effects of Role and Assignment Rationale on Attitudes Formed During Peer Tutoring

    Science.gov (United States)

    Bierman, Karen Linn; Furman, Wyndol

    2012-01-01

    This study examined the role of contextual factors, such as assignment rationale, on the attitudinal effects of peer tutoring. Fourth-grade children engaged in brief tutoring experiences as either a tutor or tutee. Subjects received four rationales for being selected as tutor or tutee: (a) a competence rationale, (b) a physical characteristic rationale, (c) a chance rationale, or (d) no rationale. As predicted, tutors had more positive attitudes than tutees when they had been given a competence or physical characteristic rationale but not when the tutors were provided a chance rationale or no rationale. Additionally, the tutors’ and tutees’ attitudes were enhanced when no rationale was provided. Results are discussed in terms of their implications for a role-theory analysis of tutoring and their implications for applied programs. PMID:23946549

  1. Is Tutoring Teaching? Exploring Tutoring's Potential to Improve Mathematics Teacher Education

    Science.gov (United States)

    Rasche, Alexander N.

    2017-01-01

    This study investigated the tutoring practices of mathematics tutors working in one university tutoring center and the corresponding rationale exhibited by the mathematics tutors. This study illustrates how the tutoring practices of mathematics tutors align with the Eight Mathematics Teaching Practices outlined in NCTM's recent publication…

  2. Application of Hellison's Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school.

    Science.gov (United States)

    Escartí, Amparo; Gutiérrez, Melchor; Pascual, Carmina; Marín, Diana

    2010-11-01

    This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

  3. German and Japanese Education in the Shadow – Do Out-of-School Lessons really contribute to Class Reproduction?

    Directory of Open Access Journals (Sweden)

    Steve R. Entrich

    2014-08-01

    Full Text Available Considering the great impact the first PISA-results caused in Germany and Japan, this study seeks to provide an explanation for the continuous higher achievement rates of students in the PISA-winner country Japan compared to their German peers. Another great difference between the two participants that was detected in PISA is the correlation between students’ social origin and educational achievement, which is still very strong in Germany but not in Japan. The author assumes the reason for these differences lay outside the formal school system, in the sector of shadow education. The so called juku-industry in Japan provides out-of-school lessons that seem to enable all Japanese students to achieve top results regardless of their social origin. In Germany the increased use of Nachhilfe is seen as an indicator for the downfall of the compulsory school system and a problem that seem to widen the gap in education levels all the more. If in Japan almost every household regardless of its social status sends its children to out-of-school classes, the assumption that people do invest in further education in terms of extra classes at juku believing this will have a neutralizing effect on disadvantaged family background suggests itself. Consequently the author intends to refute the prevailing assumption of researchers in Germany and Japan stating that out-ofschool lessons just contribute to the reproduction of class structure. Using secondary data as well as PISA-data the author wants to show that shadow education helps to counteract educational disadvantages through the provision of various educational opportunities.

  4. Who were my tutors? Who can tutor me?

    Directory of Open Access Journals (Sweden)

    Ana Krajnc

    2006-12-01

    Full Text Available The author deals with tutorship as one of the most effective forms of one-to-one learning. The relationship between a tutor and a student is studied in detail and it is established that the quality of such a relationship can be considerably better than the one, where a tutor and a student arc engaged in a more formal one. The article, which is based on the data gathered from a research, speaks about conditions, which are necessary for an informal tutor-student re lationship to evolve. The author also answers the question of the characteristics the students expect from their tutors. What should, therefore, a personal profile of an informal tutor be? This also partly answers the question of a good leader and the characteristics a good leader possesses, since leaders are also good tutors. Informal tutors, who offered skills, knowledge and useful insight, were mostly people's male and female friends (80 % , individual teachers if they've become close (65 %, a spouse (50% and a co-worker (42 %. When considering the development of a tutor-student relationship, the basis was knowledge and expertise of the other person (29 % of replies, moreover personal characteristics of a tutor were underlined (71 %. The research also revealed that only certain people can assume a role of a tutor. As a single, most important characteristic the following were selected: has the ability to listen, is emphatic and tolerant to the other person. Everybody,without exception selected these characteristics. The second characteristic (53 %, but of a much lesser importance than the first one was: friendly, likeable, amicable, warm, nice, humane. It is of equal importance for a tutor to be open, honest and broad-minded. Everybody believes they could successfully develop (or have successfully developed if being (having been engaged in a relationship with such a tutor.

  5. After-School Tutoring in the Context of No Child Left Behind: Effectiveness of Two Programs in the Pittsburgh Public Schools

    Science.gov (United States)

    Zimmer, Ron; Hamilton, Laura; Christina, Rachel

    2010-01-01

    The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students' proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many…

  6. HIGHER EDUCATION, ONLINE TUTORING AND THE TEACHING PROFESSION

    Directory of Open Access Journals (Sweden)

    Luis Roberto de Camargo Ribeiro

    2009-12-01

    Full Text Available This article brings the analysis of a study—of a descriptive-analytical nature—about online tutoring, some of its characteristics and peculiarities as compared to face-to-face education. To this end it analyzes the results of an online questionnaire answered by 222 tutors pertaining to programs offered at Universidade Federal de São Carlos (UFSCar in partnership with Universidade Aberta do Brasil (UAB and Brazilian townships. The analysis focused on tutors’ characteristics (e.g., sex, education background and teaching experience, their work organization and activities, the division of labor (between tutors and teachers responsible for subjects, and their perceptions about the nature of tutoring and education at a distance (DE. This study is chiefly based on authors such as Lortie, Tardif, and Shulman—about face-to-face teaching—and Mill, Maggio, and Kenski—on distance education. The results of this study point to the predominance of female tutors, which resembles the makeup of the teaching body in face-to-face education at the lower levels, and indicate the respondents’ high levels of schooling and considerable face-to-face teaching experience. Despite the difficulties encountered by the tutors in this study, mainly due to their lack of experience in DE and varied technical problems, most of the tutors found it easy and pleasurable to work online. The dada also suggest that the tutors enjoyed comparative autonomy as regards actions associated with content transmission as well as actions related to (virtual classroom management. This autonomy may be the basis for the respondents’ perception that the online tutor, in the context under consideration, performs a genuine teaching function.

  7. Private Tutoring: Evidence from India

    OpenAIRE

    Azam, Mehtabul

    2015-01-01

    Drawing on the nationally representative "Participation and Expenditure in Education" surveys, we document the incidence and cost of private tutoring at different stages of schooling over the last two decades in India. As private tutoring involve two decisions: a) whether to take private tuition or not, and b) how much to spend on private tutoring conditional on positive decision in (a), we analyze the determinants of the two decisions separately using a Hurdle model. We find that private tut...

  8. Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

    Science.gov (United States)

    Guerra-Martín, María Dolores; Lima-Serrano, Marta; Lima-Rodríguez, Joaquín Salvador

    2017-01-01

    In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled…

  9. The Effects of Tutoring in Preparing Chinese Students for the Scholastic Aptitude Test

    Science.gov (United States)

    Chen, Li

    2009-01-01

    Scholastic Aptitude Test, called SAT, has an immense influence in Chinese education. Most Chinese students choose to attend tutoring programs outside of the school curriculum to help them prepare. This study explores the tutoring programs both in China and the United States to assess variables that affect the quality of their preparation.…

  10. Sexual behavior and attitude toward condoms among unmarried in-school and out-of-school adolescents in a high-HIV prevalence region in Ghana.

    Science.gov (United States)

    Sallar, Anthony M

    Among adolescents in Africa and in the rest of the world, unprotected sexual intercourse is the primary cause of HIV transmission. There is limited information on population based study of adolescents who are not-in-school. A quantitative and qualitative study was conducted among adolescents aged 10-19 (n = 483, mean age = 16.6) in the Ashanti region of Ghana on sexual behavior, condom use, and peer norms regarding sexuality. Age of sexual debut was younger for those in-school. However, out-of-school adolescents were more likely to ever have sexual intercourse (72.2% vs. 27.8%) and use condoms (83.6% vs. 16.4%) compared to their in-school counterparts. Religious affiliation was associated with being less sexually active. Statistically significant differences occurred for condom use and increased sexual activity with age. There is the need for programs to increase condom use. Adolescents in Ghana represent a vulnerable population and concerted efforts must be made to reach them.

  11. Tutoring Mentoring Peer Consulting

    OpenAIRE

    Szczyrba, Birgit; Wildt, Johannes

    2006-01-01

    Consulting, Coaching und Supervision, Tutoring, Mentoring und kollegiale Beratung: Beratungsangebote verschiedenster Art werden wie selbstverständlich in den Berufen nachgefragt, die mit Beziehung und Interaktion, mit komplexen sozialen Organisationen und Systemen, mit hoher Verantwortlichkeit, aber unsicheren Handlungsbedingungen zu tun haben. Mittlerweile beginnt diese Nachfrage auch in den Hochschulen zu steigen. Eine solche Steigerung wird ausgelöst durch den Wandel in den Lehr-Lernkultur...

  12. Children of Latino Immigrants and Out-of-School Time Programs. Research-to-Results Brief. Publication #2011-30

    Science.gov (United States)

    Valladares, Sherylls; Ramos, Manica F.

    2011-01-01

    Children who have at least one parent born outside the United States or U.S. territories presently make up almost one-quarter of the children in the country. Moreover, these children represent the fastest-growing segment of the U.S. child population. As of 2006, the majority of children of immigrants were Latino, with 41 percent of all child…

  13. Associations of out of school physical activity, sedentary lifestyle and socioeconomic status with weight status and adiposity of Cameroon children.

    Science.gov (United States)

    Navti, Lifoter K; Atanga, Mary B; Niba, Loveline L

    2017-01-01

    Low physical activity and a sedentary lifestyle are contributing to overweight/obesity in children. This study aims to explore relationships between out of school physical activity, sedentary lifestyle and socioeconomic status indicators with children's weight status and adiposity. Five hundred twenty-two children of ages 5 to 12 years were randomly selected in a school-based cross sectional study in Bamenda, Cameroon. Weight and height were measured and BMI calculated. These variables were standardized for age and gender. Socioeconomic variables and proxy measures of physical activity and sedentary lifestyle of children were reported by parents using a structured questionnaire. Bivariate and multivariable logistic regression was used to calculate odds ratios.Quantile regression was used to compare median values of triceps skinfold thickness across the different factors. In bivariate analysis, physical activity > 4 - 7 times/week was significantly ( p  = 0.010) associated with a lower prevalence (5.9%) of overweight/obesity. In multivariable analysis, physical activity > twice a week (OR 0.1, 95% CI 0.05 - 0.3), sedentary lifestyle > 3 h/day (OR 2.4, 95% CI 1.2 - 4.3) and being in the high occupation class (OR 4.3, 95% CI 2.2 - 8.1) independently predicted overweight/obesity. With quantile regression, physical activity > 4 - 7 times/week was significantly ( p  = 0.023) associated with a 1.36 mm decrease in median triceps skinfold thickness, while sedentary lifestyle (> 3 h/day) ( p  = 0.026) and being in the high occupation class ( p  = 0.007) were significantly associated with a 1.37 mm and 1.86 mm increase in median triceps skinfold thickness respectively. Physical activity is inversely related to BMI-defined overweight/obesity and triceps skinfold thickness. Also, a high sedentary lifestyle and a high occupation class were associated with overweight/obesity and had the largest significant relationship with triceps skinfold thickness

  14. Tips for Reading Tutors = Consejos para los Tutores en Lectura.

    Science.gov (United States)

    Department of Education, Washington, DC.

    Reading is the basis for learning and school success. While reading is learned primarily in the classroom, many students need extra time and help. Research shows that tutoring is a great way for individuals and groups outside school to support learning, but effective tutoring requires appropriate training and careful planning. This brochure,…

  15. Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century

    Science.gov (United States)

    Coll, Sandhya Devi; Coll, Richard Kevin

    2018-04-01

    Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students' lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students' learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students' level of motivation for collaborative learning positively correlates with their improvement in academic achievement.

  16. Basic deprivation and involvement in risky sexual behaviour among out-of-school young people in a Lagos slum.

    Science.gov (United States)

    Kunnuji, Michael

    2014-01-01

    Research has shown that in countries such as Nigeria many urban dwellers live in a state of squalour and lack the basic necessities of food, clothing and shelter. The present study set out to examine the association between forms of basic deprivation--such as food deprivation, high occupancy ratio as a form of shelter deprivation, and inadequate clothing--and two sexual outcomes--timing of onset of penetrative sex and involvement in multiple sexual partnerships. The study used survey data from a sample of 480 girls resident in Iwaya community. A survival analysis of the timing of onset of sex and a regression model for involvement in multiple sexual partnerships reveal that among the forms of deprivation explored, food deprivation is the only significant predictor of the timing of onset of sex and involvement in multiple sexual partnerships. The study concludes that the sexual activities of poor out-of-school girls are partly explained by their desire to overcome food deprivation and recommends that government and non-governmental-organisation programmes working with young people should address the problem of basic deprivation among adolescent girls.

  17. The effects of out-of-school time on changes in youth risk of obesity across the adolescent years.

    Science.gov (United States)

    Zarrett, Nicole; Bell, Bethany A

    2014-01-01

    This study examined the longitudinal effects of out-of-school time (OST) activities on youth weight-status through mid-to-late adolescence. First, using pattern-centered methods, we identified the prominent ways in which youth allocate their OST across 12 common active and sedentary activities available to them. Second, through multi-level modeling procedures we examined the relation of OST activity patterns to: 1) BMI-status during the 11th grade, and; 2) within-person change in BMI-status across the adolescent years. After accounting for race, gender, SES, pubertal-status, and gaming, youth who participated in a sports-dominant activity pattern for 2 or more years had significantly lower 11th grade odds of being at-risk for overweight/obesity compared to youth in all other activity patterns. Youth of all other activity patterns had similar odds of being at-risk as Low-Activity youth and each other. Understanding the relations of OST to youth healthy weight is a critical first step in developing healthy OST settings. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  18. Stupid Tutoring Systems, Intelligent Humans

    Science.gov (United States)

    Baker, Ryan S.

    2016-01-01

    The initial vision for intelligent tutoring systems involved powerful, multi-faceted systems that would leverage rich models of students and pedagogies to create complex learning interactions. But the intelligent tutoring systems used at scale today are much simpler. In this article, I present hypotheses on the factors underlying this development,…

  19. Coaching Tutors: An Instrumental Case Study on Testing an Integrated Framework for Tutoring Sessions

    Science.gov (United States)

    Holland, Alicia L.; Grant, Chris; Donthamsetty, Reshema

    2017-01-01

    The objective for the current qualitative case study was to examine participants' perceptions on the tutor coaching and session review frameworks. The location of the study was at the tutor coaches' place of business. At the beginning of the study, tutor coaches were trained on how to implement the tutoring coaching framework with their tutors,…

  20. Peer Tutoring: Developing Writing in College Education

    Directory of Open Access Journals (Sweden)

    LUIS BERNARDO PEÑA-BORRERO

    2010-03-01

    Full Text Available This article presents partial results of a qualitative research on the Project of Inquiry (PRIN that takes place in the Psychology Degree Program at Javeriana University. This project is a formative experience focused on the importance of learning investigative abilities, through academic writing. The research was based on peer-tutoring interactions with 85 ethnographic records, which were subjected to an open and axial codification, in accordance to guidelines developed by Strauss and Corbin. The recordswere organized in emerging categories for their interpretation, in order to establish the potential significance of the pedagogic interaction. The results established the advantages of peer-tutoring in the integral progress of students and specifically the promotion of reading and writing abilities at a College level.

  1. Tutoring and Mentoring

    Directory of Open Access Journals (Sweden)

    Nelia Frade

    2017-12-01

    Full Text Available South African institutions of higher education (HE have increasingly come under pressure to broaden access to historically under-represented groups who are often underprepared for tertiary education as a result of apartheid-era secondary schooling (White Paper, 2013. This has resulted in student enrolments becoming increasingly diverse with respect to racial, cultural, socio-economic and linguistic backgrounds (Underhill & McDonald, 2010. In an attempt to address these issues and promote increased throughput rates, institutions of HE have increasingly begun to introduce tutoring, including supplemental instruction (SI and peer-assisted learning (PAL and mentoring programmes.

  2. Peer Tutoring at Colleges and Universities

    Science.gov (United States)

    Kim, Mikyong Minsun

    2015-01-01

    This paper focuses on the important roles of peer tutoring and peer tutoring services that utilize student tutors in higher education. First, the roles and potential benefits of peer tutoring are identified and reviewed as they apply to various dimensions of student development. Second, the impacts, benefits, and extended beneficiaries of peer…

  3. Supporting Tutoring Within a Namibian Environmental Education ...

    African Journals Online (AJOL)

    This paper is based on a case study of tutoring in the Namibian Environmental Education Certificate (NEEC) Course. In order to support tutoring, the National NEEC Coordinator investigated the way NEEC tutors are supported and the kinds of challenges faced in the tutoring process. The case study was framed within a ...

  4. Tutoring Online Tutors: Using Digital Badges to Encourage the Development of Online Tutoring Skills

    Science.gov (United States)

    Hrastinski, Stefan; Cleveland-Innes, Martha; Stenbom, Stefan

    2018-01-01

    Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring…

  5. Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

    Science.gov (United States)

    Barton, James M.

    2016-01-01

    Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

  6. Exploring the Relationships between Perceptions of Tutoring and Tutoring Behaviours: A Focus on Graduate Students Serving as Peer Tutors to College-Level Chemistry Students

    Science.gov (United States)

    Velasco, Jonathan B.; Stains, Marilyne

    2015-01-01

    It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are…

  7. Validation of an Evaluation Tutoring Task Scale at the University

    Science.gov (United States)

    Sáiz-Manzanares, María Consuelo; Bol-Arreba, Alfredo; Payo-Hernanz, René Jesús

    2014-01-01

    Introduction: Recent investigations have emphasized the need for university teachers to develop tutorial programs for students at university. Many universities are committed to broadening research on university teaching that will sharpen academic performance and levels of student satisfaction. Tutoring programs improve the development of the…

  8. Sexual health knowledge, attitude and risk perception among in-school and out-of-school female adolescents in Onitsha, Anambra State, Nigeria

    Directory of Open Access Journals (Sweden)

    Prosper Adogu

    2015-12-01

    behaviour and this was higher among the out-of-school adolescents than their in-school counterparts. All stakeholders in the state and the Local Government Area should come together and develop interventions that would improve the sexual health knowledge and sexual risk perception of the adolescents.

  9. Impact of Implementation Factors on Children's Water Consumption in the Out-of-School Nutrition and Physical Activity Group-Randomized Trial

    Science.gov (United States)

    Lee, Rebekka M.; Okechukwu, Cassandra; Emmons, Karen M.; Gortmaker, Steven L.

    2014-01-01

    National data suggest that children are not consuming enough water. Experimental evidence has linked increased water consumption to obesity prevention, and the National AfterSchool Association has named serving water as ones of its standards for healthy eating and physical activity in out-of-school time settings. From fall 2010 to spring 2011,…

  10. Evaluation of the MOST (Making the Most of Out-of-School Time) Initiative: Final Report. Summary of Findings. Discussion Paper.

    Science.gov (United States)

    Halpern, Robert; Spielberger, Julie; Robb, Sylvan

    The University of Chicago's Chapin Hall Center for Children conducted an evaluation of the first phase (1995-1998) of the MOST (Making the Most of Out-of-School Time) Initiative of the Wallace-Reader's Digest Funds. The objectives of this initiative were to contribute to the supply, accessibility, affordability, and quality of after-school…

  11. Bilingual (German-English) Molecular Biology Courses in an Out-of-School Lab on a University Campus: Cognitive and Affective Evaluation

    Science.gov (United States)

    Rodenhauser, Annika; Preisfeld, Angelika

    2015-01-01

    Taking into account (German) students' deficiencies in scientific literacy as well as reading competence and the "mother tongue + 2" objective of the European commission, a bilingual course on molecular biology was developed. It combines CLIL fundamentals and practical experimentation in an out-of-school lab. Cognitive and affective…

  12. Visits to Twenty-Three Villages to Determine the Impact of the Water Series Produced by the Out-of-School TV Department.

    Science.gov (United States)

    Grant, Stephen; Seya, Pierre Thizier

    Data for this analysis of the reactions of animators (facilitators) and villagers to a series of Out of School Television (OSTV--Tele Pour Tous) broadcasts were collected through taped discussions with groups of villagers in their native dialects and separate interviews with animators. Designed to supplement data obtained through questionnaires,…

  13. Out-of-School Experience Categories Influencing Interest in Biology of Secondary School Students by Gender: Exploration on an Abu Dhabi Sample

    Science.gov (United States)

    Badri, Masood; Yang, Guang; Al Mazroui, Karima; Mohaidat, Jihad; Al Rashedi, Asma; Al Housani, Najwa

    2017-01-01

    This study employed the international Relevance of Science Education questionnaire to survey the interest in biology and the out-of-school experiences of Abu Dhabi secondary school students (median age 17, mean age 17.53 and mode age of 16) in the third semester of 2014. It included 3100 participants. An exploratory factor analysis was used to…

  14. Devil in the Detail: Using a Pupil Questionnaire Survey in an Evaluation of Out-of-School Classes for Gifted and Talented Children

    Science.gov (United States)

    Lambert, Mike

    2008-01-01

    The use of questionnaires to evaluate educational initiatives is widespread, but often problematic. This paper examines four aspects of an evaluation survey carried out with very able pupils attending out-of-school classes: ethics, design, bias and interpretation. There is a particular focus on the interpretation and analysis of pupils' answers to…

  15. Blackboard vs. MySpace: Tracing Urban Adolescent Identities and Literacy Practices within School and Out-of-School Online Communities

    Science.gov (United States)

    McGarvey, John C.

    2010-01-01

    At no time in history has the gap between student learning with technology in school and out of school been more apparent. A great deal of students' educational use of the Internet occurs outside the classroom and purview of their teacher, whereas in class, Internet use is often controlled by policies limiting access to filtered web sites or a…

  16. An intelligent tutoring system for a power plant simulator

    Energy Technology Data Exchange (ETDEWEB)

    Seifi, H.; Seifi, A.R. [Tarbiat Modarres University, Tehran (Iran). Faculty of Engineering, Dept. of Electrical Engineers

    2002-07-28

    An intelligent tutoring system (ITS) is proposed for a power plant simulator. With a well designed ITS, the need for an instructor is minimized and the operator may readily and efficiently take, in real-time, the control of simulator with appropriate messages he(she) gets from the tutoring system. Using SIMULINK and based on object oriented programming (OOP) and C programming language, a fossil-fuelled power plant simulator with an ITS is proposed. Promising results are demonstrated for a typical power plant.

  17. "They should know where they stand": attitudes to HIV Voluntary Counselling and testing amongst a group of out-of-school youth

    Directory of Open Access Journals (Sweden)

    Dennis Francis

    2010-01-01

    Full Text Available This article draws on a larger study that examined the ways in which out-of-school youth responded to a context of HIV/AIDS and how they themselves can be active participants in HIV/AIDS prevention. In addition, four out-of-school youths, trained as fieldworkers, interviewed 32 other out-of-school youths in the Shongweni area of KwaZulu-Natal about their attitudes towards VCT. The out-of-school youth displayed a very positive attitude towards VCT and 91% stated their intentions of getting tested. However this attitude was contradicted by the facts that only nine (28% had been for testing and that participants evidenced high levels of fear and stigma surrounding VCT. Of the participants, 43% stated a preference for a VCT site or hospital far from home, or, if they could afford it, a private doctor, to minimise the likelihood of being seen by someone they knew. This factor made it more difficult and costlier for outof-school youth to access VCT. For some, the fear of HIV infection is caught up with their existing social exclusion. In contrast, one reason for wanting to test amongst girls was the health of future children. While out-of-school youth understood the role of VCT in maintaining a healthy lifestyle, the obstacles to acting on those intentions included the context of poverty, gender inequalities, stigma and the fear of gossip. Campaigns have succeeded in raising awareness, but translating awareness into action remains a central problem.

  18. Remote Sensing Mars Landing Sites: An Out-of-School Time Planetary Science Education Activity for Middle School Students

    Science.gov (United States)

    Anderson, R. B.; Gaither, T. A.; Edgar, L. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

    2017-12-01

    As part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project, we have developed an out-of-school time unit for middle school students focused on planetary remote sensing. The activity is divided into two exercises, with the goal of choosing a scientifically interesting and safe landing site for a future Mars mission. Students are introduced to NASA data from several actual and proposed landing sites and must use what they learn about remote sensing to choose a site that satisfies scientific and engineering criteria. The activity also includes background information for educators, including a summary of how landing on Mars helps answer major scientific questions, brief overviews of the data sets that the students will use, summaries of the site geology, and a list of relevant vocabulary. The first exercise introduces students to the concept of reflectance spectroscopy and how it can be used to identify the "fingerprints" of different minerals on the surface of Mars. Students are provided with simplified maps of mineral spectra at the four sites, based on Compact Reconnaissance Imaging Spectrometer (CRISM) observations, as well as a reference sheet with the spectra of common minerals on Mars. They can use this information to determine which sites have hydrated minerals, mafic minerals, or both. The second exercise adds data from the Mars Orbital Laser Altimeter (MOLA), and high resolution visible data from the Context Camera (CTX) on the Mars Reconnaissance Orbiter. Students learn about laser altimetry and how to interpret topographic contours to assess whether a landing site is too rough. The CTX data allow students to study the sites at higher resolution, with annotations that indicate key landforms of interest. These data, along with the spectroscopy data, allow students to rank the sites based on science and engineering criteria. This activity was developed as a collaboration between subject matter experts at

  19. Qualitative Evaluation of the Java Intelligent Tutoring System

    Directory of Open Access Journals (Sweden)

    Edward Sykes

    2005-10-01

    Full Text Available In an effort to support the growing trend of the Java programming language and to promote web-based personalized education, the Java Intelligent Tutoring System (JITS was designed and developed. This tutoring system is unique in a number of ways. Most Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS, on the other hand, requires the teacher to only supply the problem and problem specification. JITS is designed to "intelligently" examine the student's submitted code and determines appropriate feedback based on a number of factors such as JITS' cognitive model of the student, the student's skill level, and problem details. JITS is intended to be used by beginner programming students in their first year of College or University. This paper discusses the important aspects of the design and development of JITS, the qualitative methods and procedures, and findings. Research was conducted at the Sheridan Institute of Technology and Advanced Learning, Ontario, Canada.

  20. Intelligent tutoring system of the university department

    Directory of Open Access Journals (Sweden)

    A. S. Aleshchenko

    2016-01-01

    Full Text Available The aim of the research is intelligent tutoring system for planning and development of individual learning programs for students. One of the important components of modern training programs is the individual practice programs that are formed from the first course and built up in the process of learning in the subsequent courses. Each individual practice program is formed on the basis of the Working program of practice for a specific group. At later practice stages planning and adjustment of the individual program are worked out for a particular student.The agent-oriented approach for the planning of individual learning programs is used for the formation of individual practice program. Agents of the intelligent learning systems are created according to the requirements of service-oriented architecture. To apply knowledge there used an integrated approach to represent knowledge.As a result of research, the authors propose the architecture of intelligent educational systems of the University Department, using the repository of learning objects, telecommunication systems and such agents as: the learner, the assessment of the student’s knowledge, the formation of individual programs for learning, the personal learning environment, the methodical support, the businesses. The authors demonstrate the possibility for the formation of individual practice programs using an agent of the methodical support.Application of the approaches and technologies which were considered in the article will allow to solve problems of the formation of individual practice programs. The use of such applications will extend the possibilities of intelligent tutoring systems of the University departments.

  1. Applying and evaluating computer-animated tutors

    Science.gov (United States)

    Massaro, Dominic W.; Bosseler, Alexis; Stone, Patrick S.; Connors, Pamela

    2002-05-01

    We have developed computer-assisted speech and language tutors for deaf, hard of hearing, and autistic children. Our language-training program utilizes our computer-animated talking head, Baldi, as the conversational agent, who guides students through a variety of exercises designed to teach vocabulary and grammer, to improve speech articulation, and to develop linguistic and phonological awareness. Baldi is an accurate three-dimensional animated talking head appropriately aligned with either synthesized or natural speech. Baldi has a tongue and palate, which can be displayed by making his skin transparent. Two specific language-training programs have been evaluated to determine if they improve word learning and speech articulation. The results indicate that the programs are effective in teaching receptive and productive language. Advantages of utilizing a computer-animated agent as a language tutor are the popularity of computers and embodied conversational agents with autistic kids, the perpetual availability of the program, and individualized instruction. Students enjoy working with Baldi because he offers extreme patience, he doesn't become angry, tired, or bored, and he is in effect a perpetual teaching machine. The results indicate that the psychology and technology of Baldi holds great promise in language learning and speech therapy. [Work supported by NSF Grant Nos. CDA-9726363 and BCS-9905176 and Public Health Service Grant No. PHS R01 DC00236.

  2. AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring

    Science.gov (United States)

    Nye, Benjamin D.; Graesser, Arthur C.; Hu, Xiangen

    2014-01-01

    AutoTutor is a natural language tutoring system that has produced learning gains across multiple domains (e.g., computer literacy, physics, critical thinking). In this paper, we review the development, key research findings, and systems that have evolved from AutoTutor. First, the rationale for developing AutoTutor is outlined and the advantages…

  3. The Perceived Success of Tutoring Students with Learning Disabilities: Relations to Tutee and Tutoring Variables

    Science.gov (United States)

    Michael, Rinat

    2016-01-01

    The current study examined the contribution of two types of variables to the perceived success of a tutoring project for college students with learning disabilities (LD): tutoring-related variables (the degree of engagement in different tutoring activities and difficulties encountered during tutoring), and tutee-related variables (learning…

  4. Write, draw, show, and tell: a child-centred dual methodology to explore perceptions of out-of-school physical activity

    OpenAIRE

    Noonan, Robert J.; Boddy, Lynne M.; Fairclough, Stuart J.; Knowles, Zoe R.

    2016-01-01

    Background\\ud Research to increase children’s physical activity and inform intervention design has, to date, largely underrepresented children’s voices. Further, research has been limited to singular qualitative methods that overlook children’s varied linguistic ability and interaction preference. The aim of this study was to use a novel combination of qualitative techniques to explore children’s current views, experiences and perceptions of out-of-school physical activity as well as offering...

  5. Voices from the Chalkface: Tutor Perceptions in Adult Education.

    Science.gov (United States)

    Wilkinson, Graham

    1996-01-01

    A survey of 66 part-time tutors in Suffolk College's Community and Leisure Learning Program revealed that they spend considerable time in travel and preparation; more than one-third feel isolated and many coped with poor facilities and inadequate resources; and almost half indicated a need for subject-related staff development and subject-based…

  6. Evaluating the Effectiveness of Tutoring: An Easier Way

    Science.gov (United States)

    Holliday, Tacy

    2012-01-01

    Many learning center administrators understand the need to evaluate the effectiveness of their tutoring programs, but they do not have much free time to design and conduct meaningful research. This article presents a method of evaluation that can be used to determine whether students were able to demonstrate understanding after a tutoring…

  7. Reading Confidence with "Tail Waggin' Tutors"

    Science.gov (United States)

    Loveridge, Stacy

    2017-01-01

    This report discusses the benefits of canine-assisted reading through the "Tail Waggin' Tutors" program at the Glen Burnie Regional Library in Anne Arundel County, Maryland. Presented are the two different types of therapy dog interactions, Animal-Assisted Therapy (AAT) and Animal-Assisted Activities (AAA). The first canine-assisted…

  8. Tutoring Online: Increasing Effectiveness with Best Practices

    Science.gov (United States)

    Turrentine, Penny; MacDonald, Lucy

    2006-01-01

    Is tutoring online more than just email? Two yearlong studies explored tutoring online in two different modes. One, from Atlantic Community College in New Jersey, looked at asynchronous (not real time) tutoring online using a discussion board. The other, at Pima Community College in Arizona, used synchronous (real time) online software. The…

  9. Reciprocal Tutoring: Design with Cognitive Load Sharing

    Science.gov (United States)

    Chou, Chih-Yueh; Chan, Tak-Wai

    2016-01-01

    "Reciprocal tutoring," as reported in "Exploring the design of computer supports for reciprocal tutoring" (Chan and Chou 1997), has extended the meaning and scope of "intelligent tutoring" originally implemented in stand alone computers. This research is a follow-up to our studies on a "learning companion…

  10. Synchronic tutoring of a virtual community

    NARCIS (Netherlands)

    Simons, P.R.J.; Ligorio, M.B.; Talamo, A.

    2002-01-01

    The role of tutors has changed over time, depending on models of learning and on the technology available. This article discusses the evolution of the tutor role and presents a new model concerning the tutoring functions in a synchronous virtual community. The definition of a virtual community

  11. Investigating Language Tutor Social Inclusion Identities

    Science.gov (United States)

    Barkhuizen, Gary

    2017-01-01

    This article explores the identities of tutors working in one-to-one instructional arrangements, which entail a tutor and an adult English learner working together to meet the particular language learning needs and goals of the learner. The tutors in this study are matched with their partners through an organization in New Zealand which aims to…

  12. "Your Model Is Predictive-- but Is It Useful?" Theoretical and Empirical Considerations of a New Paradigm for Adaptive Tutoring Evaluation

    Science.gov (United States)

    González-Brenes, José P.; Huang, Yun

    2015-01-01

    Classification evaluation metrics are often used to evaluate adaptive tutoring systems-- programs that teach and adapt to humans. Unfortunately, it is not clear how intuitive these metrics are for practitioners with little machine learning background. Moreover, our experiments suggest that existing convention for evaluating tutoring systems may…

  13. Implementation as a Focus of Consultation to Evaluate Academic Tutoring Services in an Urban School District: A Case Study Example

    Science.gov (United States)

    Morrison, Julie Q.; English, Sarah Baker

    2012-01-01

    This article describes a multiagency initiative to evaluate academic tutoring services by focusing on the processes that contribute to effective program implementation. Community-based tutoring service providers serving students in the Cincinnati Public Schools (OH) partnered to initiate a "Seal of Approval" process for promoting…

  14. An Overview of How Sports, Out-of-School Time, and Youth Well-Being Can and Do Intersect

    Science.gov (United States)

    Le Menestrel, Suzanne; Perkins, Daniel F.

    2007-01-01

    This article examines the benefits and disadvantages of participation in organized youth sports and describes a youth development approach to sports programming. The authors summarize what is known about the physical, socioemotional, and cognitive benefits of sports participation. These include health benefits (for example, a reduction in heart…

  15. Write, draw, show, and tell: a child-centred dual methodology to explore perceptions of out-of-school physical activity.

    Science.gov (United States)

    Noonan, Robert J; Boddy, Lynne M; Fairclough, Stuart J; Knowles, Zoe R

    2016-04-14

    Research to increase children's physical activity and inform intervention design has, to date, largely underrepresented children's voices. Further, research has been limited to singular qualitative methods that overlook children's varied linguistic ability and interaction preference. The aim of this study was to use a novel combination of qualitative techniques to explore children's current views, experiences and perceptions of out-of-school physical activity as well as offering formative opinion about future intervention design. Write, draw, show and tell (WDST) groups were conducted with 35 children aged 10-11 years from 7 primary schools. Data were analysed through a deductive and inductive process, firstly using the Youth Physical Activity Promotion Model as a thematic framework, and then inductively to enable emergent themes to be further explored. Pen profiles were constructed representing key emergent themes. The WDST combination of qualitative techniques generated complimentary interconnected data which both confirmed and uncovered new insights into factors relevant to children's out-of-school physical activity. Physical activity was most frequently associated with organised sports. Fun, enjoyment, competence, and physical activity provision were all important predictors of children's out-of-school physical activity. Paradoxically, parents served as both significant enablers (i.e. encouragement) and barriers (i.e. restricting participation) to physical activity participation. Some of these key findings would have otherwise remained hidden when compared to more traditional singular methods based approaches. Parents are in a unique position to promote health promoting behaviours serving as role models, physical activity gatekeepers and choice architects. Given the strong socialising effect parents have on children's physical activity, family-based physical activity intervention may offer a promising alternative compared to traditional school-based approaches

  16. Some Principles of Intelligent Tutoring.

    Science.gov (United States)

    Ohlsson, Stellan

    1986-01-01

    Research on intelligent tutoring systems is discussed from the point of view of providing moment-by-moment adaptation of content and form of instruction to the changing cognitive needs of individual learners. Implications of this goal for cognitive diagnosis, subject matter analysis, teaching tactics, and teaching strategies are analyzed. (Author)

  17. The Military Language Tutor (MILT)

    Science.gov (United States)

    1998-11-01

    interactive tutor in a Pentium based laptop computer. The first version of MILT with keyboard input was designed for Spanish and Arabic and can recognize... NLP ). The goal of the MILT design team was an authoring system which would require no formal external training and which could be learned within four

  18. Factores cognitivos y actitudinales implicados en sistemas de personalización y de tutoría virtual en programas de e-learning aplicados a la enseñanza de la psicología Cognitive and attitudinal factors implied in personalized systems and virtual tutorial in e-learning programs applied to teaching psychology

    Directory of Open Access Journals (Sweden)

    Federico González

    2010-12-01

    Full Text Available El trabajo trata sobre los resultados de un relevamiento de las dimensiones cognitiva y actitudinal en programas de e-learning implementados a través de sistemas de personalización y tutoría virtual. En una plataforma de e-learning, un sistema de personalización posibilita la administración flexible de contenidos conforme a características de los educandos. El núcleo básico del estudio radica en evaluar el nivel de eficacia de un sistema de tutoría virtual sobre el aprendizaje significativo y las actitudes, en el contexto de programas de e-learning aplicados a psicología. Se realizó un abordaje empírico con una muestra de 200 estudiantes de psicología extraída aleatoriamente, quienes realizaron actividades de e-learning bajo dos condiciones experimentales: a implementadas sobre plataformas con tutoría online y b implementadas sobre plataformas de e-learning sin dicha tutoría. Posteriormente, se administraron cuestionarios semiestructurados para indagar el impacto cognitivo y actitudinal de la experiencia. Los resultados revelan una incidencia significativa del sistema de tutoría virtual sobre las variables bajo estudio.This work is about the results of cognitive and attitudinal dimensions´ survey from an e-learning program implemented through personalized systems and virtual tutorial. In an e-learning platform, a personalized system makes possible a flexible administration of contents according to students' characteristics. The aim of the study was to determine the level of effectiveness of the virtual tutoring system on significant learning and attitudes, in the context of e-learning programs applied to psychology. An empirical study with a random sample of 200 university students was made. The subjects made activities of e-learning under two experimental conditions: a implemented on platforms with a virtual tutorial online and, b implemented on platforms of e-learning without this tutorial. Semi-structured questionnaires were

  19. Effect of private tutoring on university entrance examination performance in Turkey

    OpenAIRE

    Tansel, Aysit; Bircan, Fatma

    2005-01-01

    There is an excess demand for university education in Turkey. Highly competitive university entrance examination which rations the available places at university programs is very central to the lives of young people. In order to increase the chances of success of their children in the university entrance examination parents spend large sums of money on private tutoring (dersane) of their children. In this study, we investigate the factors that determine participation in private tutoring and t...

  20. Computer assisted tutoring in radiology

    International Nuclear Information System (INIS)

    Jeffery, N.

    1997-02-01

    The computer-based tutoring of visual concepts such as radiological images is a largely unexplored area. A review of the literature highlights limited use of computers as a means of radiological education, with the majority of systems being little more than hypermedia prototypes, on-line teaching files, and passive CD-Roms. Very few of the systems discussed in the research literature draw on the work from cognitive science and educational psychology for tutoring visual concepts. This thesis details and evaluates a method for indexing and retrieving images from large image databases via a cognitively informed graphical representation of visual concepts. This representation is derived using Multiple Correspondence Analysis from a statistical analysis of features present in the images. It is intended that this representation be used to assist in the computer based teaching of any discipline that requires the tutoring of visual concepts. The domain used as a test bed for this research is Magnetic Resonance Imaging in neuroradiology. Tutoring the interpretation of MR scans of the head represents a real practical problem due to the inherent complexity of the brain and variations in tissue contrast within image sequence and disease/pathology. The literature of concept categorisation and representation is critically reviewed to inform the design of a graphical representation of a concept (a pathology in the application domain). A specification for the design of an explicit representation of visual concepts is drawn from this literature review, together with methods of tutoring based around this model. A methodology for producing this representation is described, and implemented in the development of an overview plot for the concept of a disease of the brain, with associated statistical measures derived and operationalised for typicality and similarity of cases within a disease. These measures are precursors to the development of computer based tutoring strategies for image

  1. Computer assisted tutoring in radiology

    Energy Technology Data Exchange (ETDEWEB)

    Jeffery, N

    1997-02-01

    The computer-based tutoring of visual concepts such as radiological images is a largely unexplored area. A review of the literature highlights limited use of computers as a means of radiological education, with the majority of systems being little more than hypermedia prototypes, on-line teaching files, and passive CD-Roms. Very few of the systems discussed in the research literature draw on the work from cognitive science and educational psychology for tutoring visual concepts. This thesis details and evaluates a method for indexing and retrieving images from large image databases via a cognitively informed graphical representation of visual concepts. This representation is derived using Multiple Correspondence Analysis from a statistical analysis of features present in the images. It is intended that this representation be used to assist in the computer based teaching of any discipline that requires the tutoring of visual concepts. The domain used as a test bed for this research is Magnetic Resonance Imaging in neuroradiology. Tutoring the interpretation of MR scans of the head represents a real practical problem due to the inherent complexity of the brain and variations in tissue contrast within image sequence and disease/pathology. The literature of concept categorisation and representation is critically reviewed to inform the design of a graphical representation of a concept (a pathology in the application domain). A specification for the design of an explicit representation of visual concepts is drawn from this literature review, together with methods of tutoring based around this model. A methodology for producing this representation is described, and implemented in the development of an overview plot for the concept of a disease of the brain, with associated statistical measures derived and operationalised for typicality and similarity of cases within a disease. These measures are precursors to the development of computer based tutoring strategies for image

  2. Two approaches to physics tutoring

    Science.gov (United States)

    Solomaniuck, Tania

    One in two first-year students at science or biomedical faculties fail in basic subjects such as mathematics, chemistry or physics. Course-specific tutoring is one of the available means for improving their performance. In the present research, two tutoring models are developed. Both incorporate independent learning, but from different perspectives and priorities. A pragmatic tutoring approach. The first part of the thesis describes the search process for an optimal course-specific tutoring strategy for a standard first-year physics course in life sciences curricula. After a number of empirical research rounds, a pragmatic compromise emerged as the most suitable form of tutoring. The approach is characterised by: (1) priority to questions from students; (2) a high degree of interactivity with the tutor and among students; (3) due consideration to the number of questions to be dealt with and the depth in which they should be discussed. Most students participating in the tutoring sessions expressed their satisfaction and performed sufficiently well in their exams. However, there was still a problem: the students' insight into the course material was restricted to first-order processing of the syllabus. While this would be satisfactory in non-scientific study programmes, it is deemed insufficient in programmes where deeper insight is required in order that students be able to deal adequately with new conceptual questions or problems. In-depth tutoring. In science programmes, the core objective is for students to acquire in-depth knowledge. Therefore, science educators are designing and studying teaching methods that are geared not only to the acquisition of in-depth knowledge as such, but also to the motivation of students to take a more in-depth approach to learning. Some of the crucial notions in their research are: the extent to which the course content ties in with students' prior knowledge, problem-setting strategies and concept-context linking. 'In

  3. The subjective experience of collaboration in interprofessional tutor teams: A qualitative study

    Directory of Open Access Journals (Sweden)

    Weber, Tobias

    2016-04-01

    Full Text Available Aim: The Center for Interprofessional Training in Medicine at the Faculty of Medicine Carl Gustav Carus at the Technische Universität Dresden, Germany, has offered courses covering interprofessional material since the winter semester 2014/15. The unusual feature of these courses is that they are co-taught by peer tutors from medicine and nursing. This study investigates the subjective experiences of these tutors during the collaborative preparation and teaching of these tutorials with the aim of identifying the effects of equal participation in the perceptions and assessments of the other professional group.Method: Semi-structured, guideline-based interviews were held with six randomly selected tutors. The interviews were analyzed using structuring content analysis.Results: The results show that collaborative work led to reflection, mostly by the university student tutors, on the attitudes held. However, the co-tutors from each professional group were perceived to different degrees as being representative of those in their profession. Asked to master a shared assignment in a non-clinical context, the members of the different professional groups met on equal footing, even if the medical students had already gathered more teaching experience and thus mostly assumed a mentoring role over the course of working on and realizing the teaching units. The nursing tutors were primarily focused on their role as tutor. Both professional groups emphasized that prior to the collaboration they had an insufficient or no idea about the theoretical knowledge or practical skills of the other professional group. Overall, the project was rated as beneficial, and interprofessional education was endorsed.Conclusion: In the discussion, recommendations based on the insights are made for joint tutor training of both professional groups. According to these recommendations, harmonizing the teaching abilities of all tutors is essential to ensure equality during cooperation

  4. Building of Environmental Literacy among Middle School Students: The Role of In-School, Out of School, and Psychological Factors

    Science.gov (United States)

    Stevenson, Kathryn Tate

    Solving environmental challenges will require an environmentally literate citizenry, equipped with ecological knowledge, pro-environmental attitudes, problem-solving skills, and motivation toward environmentally responsible behaviors. This dissertation addresses three approaches to building environmental literacy (EL) among middle school students: through schools (Chapter 1), through activities outside of school (Chapter 2), and through understanding psychological factors that affect environmental perceptions (Chapter 3). Chapter 1. This study examined school-wide EE programs among middle schools in North Carolina, including the use of published EE curricula and time outdoors while controlling for teacher education level and experience, student demographics, and school attributes. Our sample included an EE group selected from schools with registered schoolwide EE programs, and a control group randomly selected from NC middle schools that were not registered as EE schools. Students were given an EL survey at the beginning and end of the spring 2012 semester. Use of published EE curricula, time outdoors, and having teachers with advanced degrees and mid-level teaching experience (between 3 and 5 years) were positively related with EL whereas minority status (Hispanic and black) was negatively related with EL. Results suggest that though school-wide EE programs may vary in effectiveness, the use of published EE curricula paired with time outdoors represents a promising strategy. Further, investments in both new and veteran teachers to build and maintain enthusiasm for EE may help to boost student EL levels. Middle school represents a pivotal time for influencing EL, as improvement was slower among older students. Differences in EL levels based on gender suggest boys and girls may possess complementary skills sets when approaching environmental issues. Our findings suggest ethnicity related disparities in EL levels may be mitigated by time spent in nature, especially

  5. The Face of Private Tutoring in Russia: Evidence from Online Marketing by Private Tutors

    Science.gov (United States)

    Kozar, Olga

    2013-01-01

    Private tutoring is a common and worldwide phenomenon. However, there is a dearth of up-to-date research on private tutoring compared with that on institutional one-to-one teaching, which could be explained by challenges associated with data collection. This article proposes using publicly available online advertisements of private tutors as a…

  6. Write, draw, show, and tell: a child-centred dual methodology to explore perceptions of out-of-school physical activity

    Directory of Open Access Journals (Sweden)

    Robert J. Noonan

    2016-04-01

    Full Text Available Abstract Background Research to increase children’s physical activity and inform intervention design has, to date, largely underrepresented children’s voices. Further, research has been limited to singular qualitative methods that overlook children’s varied linguistic ability and interaction preference. The aim of this study was to use a novel combination of qualitative techniques to explore children’s current views, experiences and perceptions of out-of-school physical activity as well as offering formative opinion about future intervention design. Methods Write, draw, show and tell (WDST groups were conducted with 35 children aged 10–11 years from 7 primary schools. Data were analysed through a deductive and inductive process, firstly using the Youth Physical Activity Promotion Model as a thematic framework, and then inductively to enable emergent themes to be further explored. Pen profiles were constructed representing key emergent themes. Results The WDST combination of qualitative techniques generated complimentary interconnected data which both confirmed and uncovered new insights into factors relevant to children’s out-of-school physical activity. Physical activity was most frequently associated with organised sports. Fun, enjoyment, competence, and physical activity provision were all important predictors of children’s out-of-school physical activity. Paradoxically, parents served as both significant enablers (i.e. encouragement and barriers (i.e. restricting participation to physical activity participation. Some of these key findings would have otherwise remained hidden when compared to more traditional singular methods based approaches. Conclusions Parents are in a unique position to promote health promoting behaviours serving as role models, physical activity gatekeepers and choice architects. Given the strong socialising effect parents have on children’s physical activity, family-based physical activity intervention

  7. Electronic Algebra and Calculus Tutor

    Directory of Open Access Journals (Sweden)

    Larissa Fradkin

    2012-06-01

    Full Text Available Modern undergraduates join science and engineering courses with poorer mathematical background than most contemporaries of the current faculty had when they were freshers. The problem is very acute in the United Kingdom but more and more countries adopt less resource intensive models of teaching and the problem spreads. University tutors and lecturers spend more and more time covering the basics. However, most of them still rely on traditional methods of delivery which presuppose that learners have a good memory and considerable time to practice, so that they can memorize disjointed facts and discover for themselves various connections between the underlying concepts. These suppositions are particularly unrealistic when dealing with a large number of undergraduates who are ordinary learners with limited mathematics background. The first author has developed a teaching system that allows such adult learners achieve relatively deep learning of mathematics – and remarkably quickly – through a teacher-guided (often called Socratic dialog, which aims at the frequent reinforcement of basic mathematical abstractions through Eulerian sequencing. These ideas have been applied to create a prototype of a Cognitive Mathematics Tutoring System aimed at teaching basic mathematics to University freshers., an electronic Personal Algebra and Calculus Tutor (e- PACT.

  8. The effects of student support services peer tutoring on learning and study strategies, grades, and retention at a rural community college

    Science.gov (United States)

    Mumford, Thomas J.

    The purpose of this study was to investigate the effects of Student Support Services peer tutoring on rural community college students' success in an Anatomy and Physiology class as measured changes in self-reported learning and study strategies, the final grade in Anatomy and Physiology class, and persistence/retention in the following semesters. A secondary goal was to assess the relative merits of two training methods: standard peer tutoring and standard peer tutoring plus introduction to attribution theory. This Anatomy and Physiology class typically has a failure rate of 50%. The federal government annually funds more than 700 Student Support Services (SSS) grants and 162 Health Career Opportunities Programs (HCOP). Nearly 94% of these SSS programs included a tutoring component, and 84% of these programs use peer tutoring. Peer tutors were randomly assigned to one of the treatment conditions and students were randomly assigned to one of the two treatment conditions. There were 31 students in the attribution condition and 28 students in the standard condition. Students were required to have a minimum of 10 hours of tutoring to be included in the analysis. Each tutored student was yoked to a control student who had not sought peer tutoring assistance. Participants were matched for age, marital status, number of adults in the family, number of children in the family and incoming academic skills (CPT Reading Test Results), financial status, and race. The results support peer tutoring as an effective method of increasing student success. The findings support the use of attribution training for tutors as a theoretical base of intervention. Students tutored by attribution trained tutors scored significantly higher on LASSI, had higher Anatomy and Physiology grades, and returned to college at a higher rate than their yoked controls. Standard trained tutors scored significantly higher on the LASSI Test Taking subscale and returned to college at a higher rate than their

  9. Experience of domestic violence and acceptance of intimate partner violence among out-of-school adolescent girls in Iwaya Community, Lagos State.

    Science.gov (United States)

    Kunnuji, Michael O N

    2015-02-01

    Gender-based domestic violence (DV) comes at great costs to the victims and society at large. Yet, many women hold the view that intimate partner violence (IPV) against women is appropriate behavior. This study aimed at exploring the nexus of experience of different forms of DV and acceptance of IPV as appropriate behavior. Using data from a survey of 480 out-of-school adolescent girls, the researcher shows that psychological abuse is a significant predictor of approval of DV resulting from the wife's failure to make food available for her husband with victims of abuse approving of violence against women. Conversely, victims of sexual abuse, more than nonvictims, disapproved of wife beating resulting from the wife going out without informing the husband. The implications of the findings are discussed and the study recommends deconstructing women's negative beliefs upon which DV rests. © The Author(s) 2014.

  10. Peer tutoring for college students with learning disabilities: perceptions of tutors and tutees.

    Science.gov (United States)

    Vogel, Gila; Fresko, Barbara; Wertheim, Cheruta

    2007-01-01

    Peer tutoring is a commonly provided support service for students with learning disabilities (LD) in institutions of higher education. A large-scale survey was conducted to evaluate the PERACH peer tutoring project for students with LD at 25 universities, regional colleges, and teacher training colleges in Israel. The purpose of the study was to understand the tutoring process from the point of view of both tutees and tutors with respect to 5 main areas: tutees' needs, focus of tutoring activities, difficulties surrounding the tutoring endeavor, importance of similar study experiences, and satisfaction with the project. It is our supposition that major discrepancies in perceptions are likely to undermine the effectiveness of the tutoring. Similarities and differences in perceptions were identified, and implications that can be useful in guiding service providers are discussed.

  11. Getting Mercury out of Schools.

    Science.gov (United States)

    1999

    This guide was prepared while working with many Massachusetts schools to remove items that contain mercury and to find suitable alternatives. It contains fact sheets on: mercury in science laboratories and classrooms, mercury in school buildings and maintenance areas, mercury in the medical office and in medical technology classrooms in vocational…

  12. Computer-Game-Based Tutoring of Mathematics

    Science.gov (United States)

    Ke, Fengfeng

    2013-01-01

    This in-situ, descriptive case study examined the potential of implementing computer mathematics games as an anchor for tutoring of mathematics. Data were collected from middle school students at a rural pueblo school and an urban Hispanic-serving school, through in-field observation, content analysis of game-based tutoring-learning interactions,…

  13. Active Collaborative Learning through Remote Tutoring

    Science.gov (United States)

    Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.

    2017-01-01

    An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…

  14. Student Perceptions of Online Tutoring Videos

    Science.gov (United States)

    Sligar, Steven R.; Pelletier, Christopher D.; Bonner, Heidi Stone; Coghill, Elizabeth; Guberman, Daniel; Zeng, Xiaoming; Newman, Joyce J.; Muller, Dorothy; Dennis, Allen

    2017-01-01

    Online tutoring is made possible by using videos to replace or supplement face to face services. The purpose of this research was to examine student reactions to the use of lecture capture technology in a university tutoring setting and to assess student knowledge of some features of Tegrity lecture capture software. A survey was administered to…

  15. Private Supplementary Tutoring in the Czech Republic

    Science.gov (United States)

    Štastný, Vít

    2016-01-01

    The study contributes to the literature on private supplementary tutoring by shedding light on this phenomenon in the Czech Republic. The aim of the paper is to identify the reasons for seeking out private supplementary tutoring and to assess the factors underlying its demand. In the representative sample of 1,265 senior upper-secondary school…

  16. Authoring Model-Tracing Cognitive Tutors

    Science.gov (United States)

    Blessing, Stephen B.; Gilbert, Stephen B.; Ourada, Stephen; Ritter, Steven

    2009-01-01

    Intelligent Tutoring Systems (ITSs) that employ a model-tracing methodology have consistently shown their effectiveness. However, what evidently makes these tutors effective, the cognitive model embedded within them, has traditionally been difficult to create, requiring great expertise and time, both of which come at a cost. Furthermore, an…

  17. Bridge: Intelligent Tutoring with Intermediate Representations

    Science.gov (United States)

    1988-05-01

    Research and Development Center and Psychology Department University of Pittsburgh Pittsburgh, PA. 15260 The Artificial Intelligence and Psychology...problem never introduces more than one unfamiliar plan. Inteligent Tutoring With Intermediate Representations - Bonar and Cunniigbam 4 You must have a... Inteligent Tutoring With ntermediate Representations - Bonar and Cunningham 7 The requirements are specified at four differcnt levels, corresponding to

  18. Rules of engagement: developing the online tutor

    Directory of Open Access Journals (Sweden)

    Lucy Golden

    2012-08-01

    Full Text Available This paper considers professional development in a context that is familiar and problematic to teaching teams in tertiary education everywhere, that of delivering online programmes with an ever-decreasing complement of staff. The Teaching Qualification Further Education (TQFE teaching team at University of Dundee confronted the reality of reduced staff numbers by centralising tutoring and support for programme participants. The new system involves standardising tutoring as far as possible through generic email, blog and microblog accounts, all badged “TQFE-Tutor” and staffed on a roster basis. Once the new “rules of engagement” via TQFE-Tutor were in place, it became clear that in addition to benefits in terms of student support, there were other unintended positive consequences: opportunities for informal professional development for staff and the promotion of effective team working. The experience of collective tutoring has facilitated collaboration on a range of innovations within online learning. This paper describes the evolution of the TQFE-Tutor innovation and reports upon a small scale study which was carried out to gather the views of the tutor team working with TQFE-Tutor. The authors conclude that the centralisation of communication and tutoring on the TQFE programme has been highly beneficial in terms of professional development for the team.

  19. Plug-In Tutor Agents: Still Pluggin'

    Science.gov (United States)

    Ritter, Steven

    2016-01-01

    "An Architecture for Plug-in Tutor Agents" (Ritter and Koedinger 1996) proposed a software architecture designed around the idea that tutors could be built as plug-ins for existing software applications. Looking back on the paper now, we can see that certain assumptions about the future of software architecture did not come to be, making…

  20. Tutors Can Improve Students' Reading Skills

    Science.gov (United States)

    Nelson-Royes, Andrea M.

    2013-01-01

    In this article the author suggests that tutoring has helped students to become more organized, self-assured, and proficient at identifying relationships between ideas. Successful tutoring requires: (1) at least one attentive adult who has the time to speak with students about academic matters, personal problems, and the importance of performing…

  1. EDUCATIONAL OBJECTIVES IN INTELLIGENT TUTORS FOR COMMUNICATION SKILLS

    Directory of Open Access Journals (Sweden)

    CIPRIAN CUCU

    2015-10-01

    Full Text Available Intelligent Tutoring Systems have been successfully used to simulate human tutoring in various fields such as mathematics, physics or computer programming. The current paper discusses some of the particularities of designing such systems for the education of communication skills, specifically in a business setting (customer relations, employee communications etc. Since communication is an ill-defined domain (i.e. does not provide a systematic method to obtain a solution, various challenges arise. One of these challenges is the design of educational objectives – the module built on top of the system that would check the users' actions against predefined patterns and would provide the users with feed-back accordingly.

  2. Medical faculty opinions of peer tutoring.

    Science.gov (United States)

    Rudland, Joy R; Rennie, Sarah C

    2014-01-01

    Peer tutoring is a well-researched and established method of learning defined as 'a medical student facilitating the learning of another medical student'. While it has been adopted in many medical schools, other schools may be reluctant to embrace this approach. The attitude of the teaching staff, responsible for organizing and or teaching students in an undergraduate medical course to formal peer teaching will affect how it is introduced and operationalized. This study elicits faculty opinions on how best to introduce peer tutoring for medical students. Structured telephone interviews were recorded, transcribed and analyzed using thematic analysis. The interviews were with medically qualified staff responsible for organizing or teaching undergraduate medical students at a New Zealand medical school. Six questions were posed regarding perceived advantages and disadvantages of peer tutoring and how the school and staff could support a peer-tutoring scheme if one was introduced. Staff generally supported the peer tutoring concept, offering a safe environment for learning with its teachers being so close in career stage to the learners. They also say disadvantages when the student-teachers imparted wrong information and when schools used peer tutoring to justify a reduction in teaching staff. Subjects felt that faculty would be more accepting of peer tutoring if efforts were made to build staff 'buy in' and empowerment, train peer tutors and introduce a solid evaluation process. Staff of our school expressed some concerns about peer tutoring that are not supported in the literature, signaling a need for better communication about the benefits and disadvantages of peer tutoring.

  3. Cross-year peer tutoring on internal medicine wards: results of a qualitative focus group analysis.

    Science.gov (United States)

    Krautter, Markus; Andreesen, Sven; Köhl-Hackert, Nadja; Hoffmann, Katja; Herzog, Wolfgang; Nikendei, Christoph

    2014-01-01

    Peer-assisted learning (PAL) has become a well-accepted teaching method within medical education. However, descriptions of on-ward PAL programs are rare. A focus group analysis of a newly established PAL program on an internal medicine ward was conducted to provide insights into PAL teaching from a student perspective. To provide insights into students' experiences regarding their on-ward training with and without accompanying PAL tutors. A total of N=168 medical students in their sixth semester participated in the investigation (intervention group: N=88; control group: N=80). The intervention group took part in the PAL program, while the control group received standard on-ward training. There were seven focus groups with N=43 participants (intervention group: four focus groups, N=28 participants; control group: three focus groups, N=15 participants). The discussions were analyzed using content analysis. The intervention group emphasized the role of the tutors as competent and well-trained teachers, most beneficial in supervising clinical skills. Tutors motivate students, help them to integrate into the ward team, and provide a non-fear-based working relationship whereby students' anxiety regarding working on ward decreases. The control group had to rely on autodidactic learning strategies when neither supervising physicians nor final-year students were available. On-ward PAL programs represent a particularly valuable tool for students' support in training clinical competencies on ward. The tutor-student working alliance acts through its flat hierarchy. Nevertheless, tutors cannot represent an adequate substitute for experienced physicians.

  4. Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

    Directory of Open Access Journals (Sweden)

    María Dolores Guerra-Martín

    2017-07-01

    Full Text Available In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses. A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30, improving the information about courses (p < .001, d = 2.01, the information comprehension (p < .001, d = 0.85 and the strategies to improve academic performance (p < .001, d = 1.37. The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

  5. Monitoring the Results of the Tutoring Program in Its Face-to-Face and Virtual Modalities on the Academic Achievement of Students at a Mexican University

    Science.gov (United States)

    Salazar, Omar Cuevas; López, Ramona Imelda García; Garcia, Javier José Vales; Medina, Isidro Roberto Cruz

    2017-01-01

    The tutorship program is aimed at supporting students throughout their university career and its objective is to prevent future problems of adaptation in the educational ambience as well as intervening in matters of academic achievement. At the Instituto Tecnológico de Sonora (Technological Institute of Sonora) (ITSON), the individual tutorship…

  6. Learning from a Computer Tutor with Natural Language Capabilities

    Science.gov (United States)

    Michael, Joel; Rovick, Allen; Glass, Michael; Zhou, Yujian; Evens, Martha

    2003-01-01

    CIRCSIM-Tutor is a computer tutor designed to carry out a natural language dialogue with a medical student. Its domain is the baroreceptor reflex, the part of the cardiovascular system that is responsible for maintaining a constant blood pressure. CIRCSIM-Tutor's interaction with students is modeled after the tutoring behavior of two experienced…

  7. Investigating Microadaptation in One-to-One Human Tutoring

    Science.gov (United States)

    Siler, Stephanie Ann; VanLehn, Kurt

    2015-01-01

    The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different…

  8. Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Van Bruggen, Jan; Sloep, Peter

    2015-01-01

    This study aims to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor-tutee pairs of fourth year secondary school students were created

  9. Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks

    Science.gov (United States)

    Hsiao, Ya Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B.

    2015-01-01

    This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor--tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments.…

  10. AUTHOR’S EXPERIENCE IN TRAINING PUPILS OF SPECIALIZED OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS TO RESEARCH WORK BY MEANS OF INFORMATIONAL AND COMMUNICATION TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Oleksii Voronkin

    2016-12-01

    Full Text Available In the article the author’s experience in pupils’ training of Junior Academy of Sciences of Ukraine to research work by means of informational and communication technologies. The three-tiered approach (popular science, experimental, fundamental levels to the organization of personal oriented study in Physics covered such didactic principles as accessibility, visibility, scientific and systematic is considered. At the first level, pupils should be inculcated by interest in physics, its specificity, the terms etc. At the second level the experiment and demonstration of physical phenomena have a paramount importance, which aims to encourage students to make self-facilitated conclusions. At the third level the laboratory works and method of problem learning allow students to develop the ability independently to solve physical tasks. It is concluded that at each of these levels the means of information and communication technologies should be used. As an example, the author reviews the experience of open online course «Introduction to Physics of Sound», designed for pupils of specialized out-of-school educational institutions. We presented the main issues of the online course and examples of cognitive activity of pupils

  11. Could Intelligent Tutors Anticipate Successfully User Reactions?

    Science.gov (United States)

    Kalisz, Eugenia; Florea, Adina Magda

    2006-06-01

    Emotions have been shown to have an important impact on several human processes such as decision-making, planning, cognition, and learning. In an e-learning system, an artificial tutor capable of effectively understanding and anticipating the student emotions during learning will have a significantly enhanced role. The paper presents a model of an artificial tutor endowed with synthesized emotions according to the BDE model, previously developed by the authors. It also analyzes possible student reactions while interacting with the learning material and the way the artificial tutor could anticipate and should respond to these reactions, with adequate actions.

  12. Embedding Number-Combinations Practice Within Word-Problem Tutoring

    Science.gov (United States)

    Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas

    2012-01-01

    Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems. PMID:22661880

  13. Supporting Tutoring Within a Namibian Environmental Education ...

    African Journals Online (AJOL)

    Jenny

    During the 2003 NEEC course, the coordinator conducted research into tutor support as part of the requirements of the University of South Africa for the ... opportunity for participants' ongoing professional development was accommodated.

  14. [Self-audit and tutor accreditation].

    Science.gov (United States)

    Ezquerra Lezcano, Matilde; Tamayo Ojeda, Carmen; Calvet Junoy, Silvia; Avellana Revuelta, Esteve; Vila-Coll, María Antonia; Morera Jordán, Concepción

    2010-02-01

    To describe the experience of using self-audit (SA) as a means of accrediting family and community medicine tutors, to analyse the knowledge that the tutors have on this self-assessment methodology, and to record their opinions on this method. Retrospective descriptive study and analysis of an opinion questionnaire. Family and community medicine teaching units (TU) in Catalonia. Tutors from family and community medicine TU in Catalonia (July 2001-July 2008). Training of the tutors in SA methodology, creation of a reference group and a correction cycle. Correction by peers of the SAs performed by the tutors according to previously determined criteria and subsequent issue of a report-feedback. Self-administered questionnaire by a group of TU tutors. A total of 673 SA were performed. The most frequent topic selected was diabetes mellitus in 27.9% of cases. The overall evaluation of the SA from a methodological point of view was correct in 44.5% of cases, improvable in 45.3%, and deficient in 10.2%. A total of 300 opinion questionnaires were issued. The response rate was 151/300 (50.03%). On the question about the usefulness of the SA in professional practice, 12% considered it very useful, 56% adequate, and 32% of little use or not useful. As regards whether it was a good means for the re-accreditation or accreditation of tutors, 66% considered that it was not. A high percentage of the SAs analysed are not carried out correctly, which indicates that tutors do not know this self-assessment method very well. They consider that SAs are a useful tool for improving clinical practice, but not a good means for accreditation and re-accreditation.

  15. Cross-Age Peer Tutoring in Physics: Tutors, Tutees, and Achievement in Electricity

    Science.gov (United States)

    Korner, Marianne; Hopf, Martin

    2015-01-01

    International comparisons reveal that lower-secondary-level students in Austria perform below the OECD mean in science. Guided by the search for remedies and improvements in science teaching, this study investigates whether cross-age peer tutoring is an appropriate method for teaching physics. A modern and concise definition of peer tutoring is…

  16. Automated Session-Quality Assessment for Human Tutoring Based on Expert Ratings of Tutoring Success

    Science.gov (United States)

    Nye, Benjamin D.; Morrison, Donald M.; Samei, Borhan

    2015-01-01

    Archived transcripts from tens of millions of online human tutoring sessions potentially contain important knowledge about how online tutors help, or fail to help, students learn. However, without ways of automatically analyzing these large corpora, any knowledge in this data will remain buried. One way to approach this issue is to train an…

  17. Does Private Tutoring Work? The Effectiveness of Private Tutoring: A Nonparametric Bounds Analysis

    Science.gov (United States)

    Hof, Stefanie

    2014-01-01

    Private tutoring has become popular throughout the world. However, evidence for the effect of private tutoring on students' academic outcome is inconclusive; therefore, this paper presents an alternative framework: a nonparametric bounds method. The present examination uses, for the first time, a large representative data-set in a European setting…

  18. A Tutoring System That Simulates the Highly Interactive Nature of Human Tutoring

    Science.gov (United States)

    Katz, Sandra; Albacete, Patricia L.

    2013-01-01

    For some time, it has been clear that students who are tutored generally learn more than students who experience classroom instruction (e.g., Bloom, 1984). Much research has been devoted to identifying features of tutorial dialogue that can explain its effectiveness, so that these features can be simulated in natural-language tutoring systems. One…

  19. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Science.gov (United States)

    2010-10-01

    ... program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... support activities other than tutoring? (a) If your program does not involve tutoring as defined in § 2522... SERVICE AMERICORPS PARTICIPANTS, PROGRAMS, AND APPLICANTS Program Management Requirements for Grantees...

  20. Programmed Instruction for Teaching Java: Consideration of Learn Unit Frequency and Rule-Test Performance

    Science.gov (United States)

    Emurian, Henry H.

    2007-01-01

    At the beginning of a Java computer programming course, nine students in an undergraduate class and nine students in a graduate class completed a web-based programmed instruction tutoring system that taught a simple computer program. All students exited the tutor with an identical level of skill, at least as determined by the tutor's required…

  1. MOTIVASI PEREMPUAN WARGA BELAJAR DAN TUTOR DALAM PENDIDIKAN NONFORMAL PAKET B (STUDI DI PKBM BARITO BANJARMASIN

    Directory of Open Access Journals (Sweden)

    Rochgiyanti Rochgiyanti

    2013-01-01

    Full Text Available Every citizen has the similar right to get an education and teaching, either through formal and non formal education or informal, however, it is not easy to access it. It makes an inequity education.  but access to them is not an easy issue to arise issues of educational equity . One solution is a non-formal education equity lines held by the “PKBM” through the Programs called “Paket A”, “Paket B” , and “Paket C”. They are more flexible to be implemented. This study aims to determine the motivation of female learners and tutors in non-formal education “Paket B”.  This study used qualitative methods. The results showed that the learners from variety of age and social status. Tutors work as educators with variety educational background. The motivation of the learners follow the “Paket B” is to acquire useful knowledge, and motivation of the tutor is to help learners acquire knowledge. It can be concluded that the learners and tutors are motivated to achieve results, social needs and self actualization .Keywords : Motivation, leaners, tutors, non-formal educationCopyright © 2013 by Kafa`ah All right reservedDOI : 10.15548/jk.v3i1.69

  2. The Relationship of Sibling Caretaking and Attentiveness to a Peer Tutor. Technical Report #20.

    Science.gov (United States)

    Gallimore, Ronald; And Others

    Ethnographically derived measures of sibling caretaking were correlated with attentiveness to a peer tutor for 26 kindergarten children in the Kamehameha Early Education Program (KEEP). It was hypothesized that children raised in a sibling caretaking system would be more accustomed to learning from other children than those reared primarily by…

  3. Efficacy of an ICALL Tutoring System and Process-Oriented Corrective Feedback

    Science.gov (United States)

    Choi, Inn-Chull

    2016-01-01

    A Web-based form-focused intelligent computer-assisted language learning (ICALL) tutoring system equipped with a process-oriented corrective feedback function was developed to investigate the extent to which such a program may serve as a viable method of teaching grammar to Korean secondary and elementary students. The present study was also…

  4. Investigating Pre-Service Mathematics Teachers' Innovation Awareness and Views Regarding Intelligent Tutoring Systems

    Science.gov (United States)

    Erdemir, Mustafa; Ingeç, Sebnem Kandil

    2016-01-01

    The purpose of this study is to identify pre-service primary mathematics teachers' views regarding on Web-based Intelligent Tutoring Systems (WBITS) in relation to its usability and influence on teaching. A survey method was used. The study was conducted with 43 students attending the mathematics teaching program under the department of elementary…

  5. Effectiveness of a Combined Tutoring and Mentoring Intervention with Ninth-Grade, Urban Black Adolescents

    Science.gov (United States)

    Somers, Cheryl L.; Wang, Dan; Piliawsky, Monte

    2016-01-01

    This quasi-experimental study examined the effectiveness of a combined tutoring and mentoring intervention for urban, low-income Black youth during the transition to high school. Participants were 118 ninth-grade students (experimental n = 69; comparison n = 49). After 7 months in the intervention program, students in the experimental group showed…

  6. Negotiating the Curriculum. Tutors and Students. Coombe Lodge Working Paper. Information Bank Number 1968.

    Science.gov (United States)

    Brace, Diane

    This working paper presents guidelines for negotiating learning contracts between tutors and postsecondary students enrolled in a vocational program. The first two sections discuss the general rationale for negotiating curricula and the specific benefits of conducting such negotiations with students over the age of 16. Addressed next is the…

  7. Tutor Training Packet. "Ready-Set-ABE" To Ease Students' Transition into ABE Level Studies.

    Science.gov (United States)

    Molek, Carol

    This training packet, consisting of a workshop guide, two instructional guides, and assorted pamphlets and brochures, is intended for use by volunteer tutors who are themselves learning how to work with adults enrolled in an adult literacy program. The following topics are covered in the training workshop guide: the objectives and workings of…

  8. Computer Tutors: An Innovative Approach to Computer Literacy. Part I: The Early Stages.

    Science.gov (United States)

    Targ, Joan

    1981-01-01

    In Part I of this two-part article, the author describes the evolution of the Computer Tutor project in Palo Alto, California, and the strategies she incorporated into a successful student-taught computer literacy program. Journal availability: Educational Computer, P.O. Box 535, Cupertino, CA 95015. (Editor/SJL)

  9. A Trial of Piracetam in Two Subgroups of Students with Dyslexia Enrolled in Summer Tutoring.

    Science.gov (United States)

    Ackerman, Peggy T.; And Others

    1991-01-01

    Fifty-three children (ages 9-13) with dyslexia completed a summer tutoring program that emphasized word-building skills. Children who received piracetam (a purportedly memory-enhancing drug) did not improve more than nonmedicated children in any aspect of reading. Children subtyped as "phonetic" improved significantly more in…

  10. Buddy-Tutor Project. Hilo Intermediate School. Final Report, March-July, 1974.

    Science.gov (United States)

    Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

    An operational description of the 1973-74 Buddy-Tutor Project at Hilo Intermediate School in Hilo, Hawaii and an evaluative assessment of its outcome with statistical treatment of the data is provided in this report. This project is an exploratory behavioral intervention program for educationally deprived students and focuses its efforts on the…

  11. Twelve tips for successful e-tutoring using electronic portfolios.

    Science.gov (United States)

    Deketelaere, Ann; Degryse, Jan; De Munter, Agnes; De Leyn, Paul

    2009-06-01

    E-tutoring by means of a digital portfolio offers personal guidance in a context in which regular face-to-face contact between supervisor and student is difficult. However, implementing e-tutoring in practice is not always straightforward. This article investigates the conditions for successful e-tutoring of electronic portfolios. A combination of three methods is used: our own experience with e-tutoring, interviews with 14 tutors using an e-portfolio and the answers on questionnaires by 107 students. We present 12 tips to increase the chances of successful e-tutoring when using electronic portfolios. E-tutoring by means of electronic portfolios can be a feasible alternative in contexts in which face-to-face tutoring is difficult.

  12. Peer tutors as learning and teaching partners: a cumulative ...

    African Journals Online (AJOL)

    ... paper explores the kinds of development in tutors' thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice. Keywords: academic development, academic literacies, cumulative learning, higher education, peer tutoring, writing centres.

  13. At the Bridging Point: Tutoring Newly Arrived Students in Sweden

    Science.gov (United States)

    Avery, Helen

    2017-01-01

    In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the…

  14. The Effectiveness of Tutoring on Developmental English Grades

    Science.gov (United States)

    Vick, Nicholas; Robles-Piña, Rebecca A.; Martirosyan, Nara M.; Kite, Valerie

    2015-01-01

    Tutoring is an important form of academic support for developmental education students. A comparison study was conducted to investigate the benefits of tutoring on the final grades for developmental English students who participated in tutoring versus those students who did not. The final grades for three consecutive semesters were analyzed to…

  15. Tutoring Adolescents in Literacy: A Meta-Analysis

    Science.gov (United States)

    Jun, Seung Won; Ramirez, Gloria; Cumming, Alister

    2010-01-01

    What does research reveal about tutoring adolescents in literacy? We conducted a meta-analysis, identifying 152 published studies, of which 12 met rigorous inclusion criteria. We analyzed the 12 studies for the effects of tutoring according to the type, focus, and amount of tutoring; the number, age, and language background of students; and the…

  16. International Students as Peer Tutors: Is It Lawful?

    Science.gov (United States)

    Leach-López, Maria A.

    2010-01-01

    Students enrolled in Principles of Accounting courses might require peer tutoring services. Accounting Departments (schools) can assist these students by maintaining a list of students offering tutoring services for a fee. The opportunity to be included in the list of tutors must be offered to all university students, both domestic and foreign.…

  17. Holistic curriculum development: tutoring as a support process ...

    African Journals Online (AJOL)

    The tutor's role in these involves different aspects of teaching and learning. In this article I explore the value of tutoring as a means of supporting the holistic curriculum development process. I reflect on the reason for introducing a system of tutoring for students in curriculum studies and the results of its implementation on ...

  18. The Politics of Tutoring: Feminism within the Patriarchy.

    Science.gov (United States)

    Woolbright, Meg

    1992-01-01

    Examines a writing conference between a tutor and a student, both feminists. Discusses the conflicts expressed by the tutor and the student as they attempt to espouse feminist values within a patriarchal system. Concludes that feminism (and good tutoring) will have a chance only if students have options and the power to choose. (RS)

  19. Tutoring system for nondestructive testing using computer

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Jin Koo; Koh, Sung Nam [Joong Ang Inspection Co.,Ltd., Seoul (Korea, Republic of); Shim, Yun Ju; Kim, Min Koo [Dept. of Computer Engineering, Aju University, Suwon (Korea, Republic of)

    1997-10-15

    This paper is written to introduce a multimedia tutoring system for nondestructive testing using personal computer. Nondestructive testing, one of the chief methods for inspecting welds and many other components, is very difficult for the NDT inspectors to understand its technical basis without a wide experience. And it is necessary for considerable repeated education and training for keeping their knowledge. The tutoring system that can simulate NDT works is suggested to solve the above problem based on reasonable condition. The tutoring system shows basic theories of nondestructive testing in a book-style with video images and hyper-links, and it offers practices, in which users can simulate the testing equipment. The book-style and simulation practices provide effective and individual environments for learning nondestructive testing.

  20. Tutoring system for nondestructive testing using computer

    International Nuclear Information System (INIS)

    Kim, Jin Koo; Koh, Sung Nam; Shim, Yun Ju; Kim, Min Koo

    1997-01-01

    This paper is written to introduce a multimedia tutoring system for nondestructive testing using personal computer. Nondestructive testing, one of the chief methods for inspecting welds and many other components, is very difficult for the NDT inspectors to understand its technical basis without a wide experience. And it is necessary for considerable repeated education and training for keeping their knowledge. The tutoring system that can simulate NDT works is suggested to solve the above problem based on reasonable condition. The tutoring system shows basic theories of nondestructive testing in a book-style with video images and hyper-links, and it offers practices, in which users can simulate the testing equipment. The book-style and simulation practices provide effective and individual environments for learning nondestructive testing.

  1. Student Modeling in an Intelligent Tutoring System

    Science.gov (United States)

    1996-12-17

    Multi-Agent Architecture." Advances in Artificial Intelligence : Proceedings of the 12 th Brazilian Symposium on Aritificial Intelligence , edited by...STUDENT MODELING IN AN INTELLIGENT TUTORING SYSTEM THESIS Jeremy E. Thompson Captain, USAF AFIT/GCS/ENG/96D-27 DIMTVMON* fCKAJWINT A Appr"v*d t=i...Air Force Base, Ohio AFIT/GCS/ENG/96D-27 STUDENT MODELING IN AN INTELLIGENT TUTORING SYSTEM THESIS Jeremy E. Thompson Captain, USAF AFIT/GCS/ENG/96D

  2. A tutoring package to teach pronunciation of Mandarin Chinese characters.

    Science.gov (United States)

    Wu, Hang; Miller, L Keith

    2007-01-01

    We examined the effects of a tutoring package (verbal modeling, prompts, and contingent praise/ Chinese conversations with the tutor) on the performance of a college student's Mandarin Chinese pronunciation. The effects of the tutoring package were analyzed using a multiple baseline design across two sets of 50 Chinese characters. The tutoring package produced improvement in the student's correct pronunciation of Chinese characters from 48% (pretutoring) to 90% (posttutoring). Results suggested that the tutoring package produced mastery pronunciation of targeted Mandarin Chinese vocalizations by a nonnative speaker.

  3. Distance learning for training business game tutors

    Directory of Open Access Journals (Sweden)

    Mariana de Toledo Marinho

    Full Text Available Abstract This work is the result of research that proposes the incorporation of Distance Learning into a Business Game as a strategy to enhance tutor training, considering entrepreneurship difficulties faced by public school teachers. Part of the problem could be attributed to subject type, because, in general, it is not common to find entrepreneurship on school curricula. The Distance Learning (DL activities were developed using the Moodle platform and structured by topic to increase educational flexibility and achieve a better balance between individual reflection and online discussion. It was developed in four steps: course content development; course evaluation by computer technicians; restructuring the course based on course evaluation done by computer technicians and course evaluation by teachers from the public school system. A preliminary test was performed with informatics technicians to technically evaluate the learning environment. Based on this, the course was restructured, applying corrections and adjustments to improve environment usability. After corrections, a final test was conducted with public school system teachers to analyze user perception, which gave a positive result. Virtual learning environment evaluation is complex and multidisciplinary, requiring the technical knowledge of internet programming and a conceptual knowledge of education, especially in the field of learning. When the evaluation done by teachers was examined, it was found that deficiencies pointed out by computer technicians had been resolved, giving a positive rating. This current research concludes that DL can improve the use of games, because it is possible to structure the content related to the learning gaps of specific groups of students. In this respect the use of games results can guide the development of content.

  4. Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement

    Science.gov (United States)

    Heddy, Benjamin Charles

    This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses (biology and chemistry) in an all-girl middle and high school (N = 89). Specifically, the goal was to increase out-of-school engagement, interest, parental involvement, and achievement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more out-of-school engagement and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison. A content analysis of transformative experience journal entries suggested that when parents showed value for science concepts, students' experiential value increased. The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl's interest in science, which has theoretical and practical implications.

  5. Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom.

    Science.gov (United States)

    Arnott, Elizabeth; Hastings, Peter; Allbritton, David

    2008-08-01

    Research Methods Tutor (RMT) is a dialogue-based intelligent tutoring system for use in conjunction with undergraduate psychology research methods courses. RMT includes five topics that correspond to the curriculum of introductory research methods courses: ethics, variables, reliability, validity, and experimental design. We evaluated the effectiveness of the RMT system in the classroom using a nonequivalent control group design. Students in three classes (n = 83) used RMT, and students in two classes (n = 53) did not use RMT. Results indicated that the use of RMT yieldedstrong learning gains of 0.75 standard deviations above classroom instruction alone. Further, the dialogue-based tutoring condition of the system resulted in higher gains than did the textbook-style condition (CAI version) of the system. Future directions for RMT include the addition of new topics and tutoring elements.

  6. La tutoría académica en la educación universitaria: una experiencia en el núcleo de Actividad Física, del área de Movimiento y Postura, en el programa de Medicina de la Universidad de Antioquia Academic tutoring in higher education: an experience in the physical activity core, movemente and posture program, faculty of medicine, University of Antioquia

    Directory of Open Access Journals (Sweden)

    Diana Patricia Díaz Hernández

    2004-09-01

    Full Text Available La Facultad de Medicina de la Universidad de Antioquia viene implementando un nuevo currículo, en el que uno de los pilares fundamentales es el aprendizaje centrado en el estudiante; con el cual, pretende formar profesionales autónomos, integrales, que participen en la construcción del conocimiento y satisfechos con su proyecto vida. Esta forma de mirar y abordar la educación médica, exige la implementación de estrategias didácticas que incentiven el aprendizaje autónomo, una de ellas es la tutoría. La principal pretensión de la tutoría es el autoaprendizaje por parte del estudiante, lo que potencia la autonomía, la habilidad en la solución de problemas, la creatividad, el pensamiento crítico, el razonamiento y la metacognición; mientras que el tutor se desempeña como un orientador de la formación integral del estudiante. La implementación de la tutoría, en el área de Movimiento y Postura del plan de estudio de la Facultad de Medicina de la Universidad de Antioquia, ha tenido gran acogida por los estudiantes y profesores del curso; es de resaltar, el interés que los estudiantes muestran durante el desarrollo de éste, lo cual incentiva su creatividad y su capacidad de ingeniar diferentes ayudas didácticas para lograr una mayor comprensión del conocimiento. The faculty of medicine, University of Antioquia is in the process of implementing a new curriculum; one of its bases is the student-centered learning with the aim of preparing autonomous, integral professionals that take part in knowledge buildup and are satisfied with their life project. This form of looking at and approaching medical education asks for teaching strategies that stimulate autonomous learning; one of them is tutoring. This strategy aims at self-learning to enhance autonomy, ability in problem-solving, creativity, critical thought, reasoning and meta-cognition; the tutor orients the integral training of the student. Tutoring in the area of movement and

  7. Adaptive Tutoring for Self-Regulated Learning: A Tutorial on Tutoring Systems

    Science.gov (United States)

    2014-12-01

    impact learning with effect sizes equivalent to raising average (“C”) students to experts (“A” students) through tailored instruction and...classification using physiological sensors (Brawner and Goldberg, 2012; Goldberg & Brawner, 2012; Kokini, et al, 2012) • EEGs – Advanced Brain ... IQ , EQ, adaptability…) Merrill, D. , Reiser, B, Ranney, M., and Trafton, J. (1992). Effective Tutoring Techniques: A Comparison of Human Tutors and

  8. Responsibilising Parents: The Nudge towards Shadow Tutoring

    Science.gov (United States)

    Doherty, Catherine; Dooley, Karen

    2018-01-01

    This article considers moral agendas projected onto parents that mobilise them to supplement school literacy education with private tutoring. The theoretical frame draws on the concepts of responsibilisation as emerging market-embedded morality, 'nudge' social policies, edu-business and hidden privatisation in education. This framing is applied to…

  9. Facial Affect Displays during Tutoring Sessions

    NARCIS (Netherlands)

    Ghijsen, M.; Heylen, Dirk K.J.; Nijholt, Antinus; op den Akker, Hendrikus J.A.

    2005-01-01

    An emotionally intelligent tutoring system should be able to provide feedback to students, taking into account relevant aspects of the mental state of the student. Facial expressions, put in context, might provide some cues with respect to this state. We discuss the analysis of the facial expression

  10. EGS4, case study and tutor problem

    International Nuclear Information System (INIS)

    Gupta, S.K.

    2000-01-01

    Tutor problems having sub-directory of EGS4 code for electron transfer through medium like metal plate of tantalum, sodium iodides radiation detectors are discussed. Semi infinite slab of material is placed in a vacuum and a pencil beam of electrons or photons is incident at the origin travelling along the Z-axis is described

  11. Intelligent Tutoring Agent for Settlers of Catan

    NARCIS (Netherlands)

    Geuze, Jeroen; van den Broek, Egon; Schobbens, Pierre-Yves; Vanhoof, Wim; Schwanen, Gabriel

    2006-01-01

    An Intelligent Tutoring Agent (ITA) for the board game Settlers of Catan (SoC) is introduced. It uses CLIPS knowledge bases, connected by JCLIPS to a JAVA implementation of SoC. It is founded on a new theoretical framework that describes the development of negotiation skills in children. Using this

  12. Guidelines for Tutoring Adult ESL Students.

    Science.gov (United States)

    Frank, Marcella

    This document is a copy of a talk regularly given to new volunteers of English in Action, a community-based organization that provides conversation practice to non-native English speakers. The volunteer tutors typically have no formal English-as-a-Second-Language (ESL) training. This packet is designed to help these volunteers be effective ESL…

  13. Intelligent Tutoring Systems for Scientific Inquiry Skills.

    Science.gov (United States)

    Shute, Valerie; Bonar, Jeffrey

    Described are the initial prototypes of several intelligent tutoring systems designed to build students' scientific inquiry skills. These inquiry skills are taught in the context of acquiring knowledge of principles from a microworld that models a specific domain. This paper discusses microworlds that have been implemented for microeconomics,…

  14. Professionalizing tutors and tutorials in higher education

    Directory of Open Access Journals (Sweden)

    Colunga, Silvia

    2012-01-01

    Full Text Available The paper analyzes the necessity of professionalizing training of university teachers performing tutorial activities in higher education as a response to the demands of pupils following a part-time model. Permanent training of tutor is emphasized as a way to enhance professional and personal accomplishments. This training gives priority to educative orientation and interventional actions.

  15. Some Steps towards Intelligent Computer Tutoring Systems.

    Science.gov (United States)

    Tchogovadze, Gotcha G.

    1986-01-01

    Describes one way of structuring an intelligent tutoring system (ITS) in light of developments in artificial intelligence. A specialized intelligent operating system (SIOS) is proposed for software for a network of microcomputers, and it is postulated that a general learning system must be used as a basic framework for the SIOS. (Author/LRW)

  16. Tutoring and Mentoring for Student Development

    OpenAIRE

    Luescher Thierry M.; Schreiber Birgit; Moja Teboho

    2017-01-01

    This guest-edited issue of JSAA focuses on tutoring and mentoring and draws in parts on papers that were presented at the 2016 joint conference of the International Consortium for Educational Development (ICED) and the Higher Education Learning and Teaching Association of Southern Africa (HELTASA).

  17. The Influence of the Tutorial activity in the academic, didactic and social development of the tutors of biochemistry at UFV.

    Directory of Open Access Journals (Sweden)

    M.C. Baracat-Pereira

    2005-07-01

    Full Text Available The Tutorial Program  in Biochemistry, implemented at UFV in 2000, is characterized by the actuation of the  students as tutors, seeking to level the  prior  knowledge among students of biochemistry.  The tutors, official or volunteer,  are under graduated students (tutor I and post-graduated students (tutor II. The  aim of this  study  was to show the  profile of a tutor of biochemistry and  its influence in his academic,  didactic  and  social development.  A questionnaire of 31 questions  was answered  by tutors that acted  between  2000 and  2004, and  the  main  comments  were detached.   From  29 tutors  who frequented  the program  during the period (5 tutors II and 24 tutors I, 19 answered the questionnaire. The  average  time  of permanence  of the tutors in  this  program  was  9 months,  varying  from  4 to28 months.   Fourteen from the  19 students that worked  as tutors chose to  act  in the  program  for the  possibility  of teaching  and  also helped  them  to  be more  extroverted and  they  felt satisfied  to help other  people which contributes effectively for the  training of the  ones who want to  follow the academic career.  It also contributes professionally by increasing the capacity of relationship in group, dynamism,  decisions and  organization, characteristics that are more and more appraised  in the  job market.    It  was verified that the  studies  of the  tutors were modified  by  the  necessity  of preparing the  classes because  to teach,  you need to understand the subject  and  you need to present  it to the student in the best way, you have to consider the life and the previous knowledge of the student. To all of them,  the  program  helped them  to improve  the oratory  and  your organization and  develops a sense of professional  responsibility, assiduity  and  punctuality.  In general,  the

  18. Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

    OpenAIRE

    Kassab, Salah; Hassan,Nahla; Abu-Hijleh,Marwan; P Sequeira,Reginald

    2016-01-01

    Salah Eldin Kassab,1 Nahla Hassan,1 Marwan F Abu-Hijleh,2 Reginald P Sequeira3 1Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 2College of Medicine, Qatar University, Doha, Qatar; 3College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Purpose: Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. ...

  19. 21st Century Community Learning Centers: Stable Funding for Innovation and Continuous Improvement. Research Update: Highlights from the Out-of-School Time Database. Number 8

    Science.gov (United States)

    Wimer, Christopher; Harris, Erin

    2012-01-01

    As the only federal funding stream that provides dedicated funds for afterschool programs across the country, the 21st Century Community Learning Centers (21st CCLC) initiative plays an important role in supporting the innovation that takes place in afterschool programs. Social innovation has been defined as "a novel solution to a social…

  20. Toward More Equitable Outcomes: A Research Synthesis on Out-of-School Time Work with Boys and Young Men of Color

    Science.gov (United States)

    Gilgoff, Jon; Ginwright, Shawn

    2015-01-01

    Detroit's Flip the Script afterschool program offers academic support, leadership development, and guidance from positive male mentors to young men of color ages 11-15. At Male Leadership Academy, another program in the city's West Side, youth receive similar services, including life lessons from peers and adults provided in a guest speaker…

  1. Erfahrung und Wissen: Deutungsmuster und Wissensformen von Diplompadagogen und Sozialpadagogen in der ausserschulischen Kinder- und Jugendarbeit (Experience and Knowledge: Interpretative Patterns and Forms of Knowledge among Professional Pedagogues and Social Workers in Out-of-School Work with Children and Adolescents).

    Science.gov (United States)

    Thole, Werner; Kuster-Schapfl, Ernst-Uwe

    1996-01-01

    Examines the job-oriented interpretative patterns, plans of action, and professional knowledge of sociopedagogical actors working with children and adolescents out of school. Concludes that actors working with children and adolescents out of school usually rely more on their own biographical resources than on academic or professional knowledge.…

  2. Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.

    Science.gov (United States)

    Batz, Zachary; Olsen, Brian J; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K

    2015-01-01

    The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly "leaky" point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. © 2015 Z. Batz et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  3. Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention

    Science.gov (United States)

    Batz, Zachary; Olsen, Brian J.; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K.

    2015-01-01

    The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. PMID:25976652

  4. The Advancing Potential of Tutor Technologies in the Senior Students Training in the High School

    Directory of Open Access Journals (Sweden)

    Y. A. Lyakh

    2013-01-01

    Full Text Available The paper is devoted to the tutoring system in the modern high school. The system in question is based on the complex developmental educational technology of personalized teaching, aimed at identifying students’ educational motives and interests, and creating individual training programs and educational reflection. The important role is given to the tutor’s competence both in profile teaching and creating the comfortable communicative and stimulating educational environment. The author reveals the structural and functional implementation model of tutoring technologies, and observes its performance in the course of education quality monitoring of senior students in the profile high schools. The effectiveness of the personalized tutor technology system is demonstrated in three different aspects: the students’ education quality and communicative educational activity; development of tutors’ competence in monitoring the profile education quality; and students’ self-assessment and professional self-determination. The experimental research demonstrates that the implementation model of tutor technologies facilitates education quality improvement in the high school. 

  5. Language Analysis and Generation in Algebra Tutorial Dialogues for Language-Based Intelligent Tutoring Systems

    National Research Council Canada - National Science Library

    Kim, Jung

    2004-01-01

    The North Carolina A&T State University algebra tutoring dialogue project collects and analyzes algebra tutoring dialogues with the aim of describing tutoring strategies and language with enough rigor that they may...

  6. Merging the Forces of Asynchronous Tutoring and Synchronous Conferencing: A Qualitative Study of Arab ESL Academic Writers Using E-Tutoring

    Science.gov (United States)

    Alqadoumi, Omar Mohamed

    2012-01-01

    Previous studies in the field of e-tutoring dealt either with asynchronous tutoring or synchronous conferencing as modes for providing e-tutoring services to English learners. This qualitative research study reports the experiences of Arab ESL tutees with both asynchronous tutoring and synchronous conferencing. It also reports the experiences of…

  7. Tutoring in higher education in Portugal and Spain : lessons learned from six initiatives in place

    OpenAIRE

    Flores, Maria Assunção; Simão, Ana Margarida Veiga; Carrasco, Vicente

    2012-01-01

    Tutoring has been one of the issues which have received growing interest within the context of restructuring process in higher education under the so-called Bologna process in Europe. In this paper six tutoring initiatives currently being implemented in Portuguese and Spanish universities are examined in the light of the framework within which tutoring operates in higher education contexts. The various kinds of tutoring — mentoring, curricular tutoring, academic tutoring and training-related ...

  8. Ready to Implement? How the Out-of-School Time Workforce Can Support Character Development through Social and Emotional Learning: A Review of the Literature and Future Directions

    Science.gov (United States)

    Moroney, Deborah A.; Devaney, Elizabeth

    2017-01-01

    This paper reviews the evidence on staff practices and quality programs that foster character development through social and emotional learning. The paper describes the state of the OST workforce, and barriers and opportunities to adding social and emotional learning to their job description. Specifically, the paper provides an overview of the…

  9. Towards an Intelligent Tutor for Mathematical Proofs

    Directory of Open Access Journals (Sweden)

    Serge Autexier

    2012-02-01

    Full Text Available Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.

  10. Intelligent tutoring systems for space applications

    Science.gov (United States)

    Luckhardt-Redfield, Carol A.

    1990-01-01

    Artificial Intelligence has been used in many space applications. Intelligent tutoring systems (ITSs) have only recently been developed for assisting training of space operations and skills. An ITS at Southwest Research Institute is described as an example of an ITS application for space operations, specifically, training console operations at mission control. A distinction is made between critical skills and knowledge versus routine skills. Other ITSs for space are also discussed and future training requirements and potential ITS solutions are described.

  11. Feeling Engaged: College Writers as Literacy Tutors

    OpenAIRE

    Langdon, Lance-David Bennett

    2014-01-01

    Feeling Engaged: College Writers as Literacy Tutors brings together scholarship in the rhetoric of emotion and in civic writing to show how emotions - confidence, anger, embarrassment, pride, hope, fear, gratitude, guilt, shame, compassion, enthusiasm, and ennui - shape the roles we take on in K-16 literacy networks. This dissertation takes as a case study the community-engaged composition courses, poetry workshops, and literature classes I coordinated in 2011-2013. The undergraduates I led i...

  12. Smithtown: An Intelligent Tutoring System.

    Science.gov (United States)

    Raghavan, Kalyani; Katz, Arnold

    1989-01-01

    Described is an instructional aid that employs artificial intelligence methods to assist students in beginning economics courses to improve their problem-solving skills. Discussed are the rationale, structure, and evaluation of this program. (CW)

  13. TUTOR SUPPORT OF TEACHING MATHEMATICS WITH INFORMATION AND COMMUNICATION TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Kateryna P. Osadcha

    2017-10-01

    Full Text Available The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT. The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators. In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

  14. EarthTutor: An Interactive Intelligent Tutoring System for Remote Sensing

    Science.gov (United States)

    Bell, A. M.; Parton, K.; Smith, E.

    2005-12-01

    Earth science classes in colleges and high schools use a variety of satellite image processing software to teach earth science and remote sensing principles. However, current tutorials for image processing software are often paper-based or lecture-based and do not take advantage of the full potential of the computer context to teach, immerse, and stimulate students. We present EarthTutor, an adaptive, interactive Intelligent Tutoring System (ITS) being built for NASA (National Aeronautics and Space Administration) that is integrated directly with an image processing application. The system aims to foster the use of satellite imagery in classrooms and encourage inquiry-based, hands-on earth science scientific study by providing students with an engaging imagery analysis learning environment. EarthTutor's software is available as a plug-in to ImageJ, a free image processing system developed by the NIH (National Institute of Health). Since it is written in Java, it can be run on almost any platform and also as an applet from the Web. Labs developed for EarthTutor combine lesson content (such as HTML web pages) with interactive activities and questions. In each lab the student learns to measure, calibrate, color, slice, plot and otherwise process and analyze earth science imagery. During the activities, EarthTutor monitors students closely as they work, which allows it to provide immediate feedback that is customized to a particular student's needs. As the student moves through the labs, EarthTutor assesses the student, and tailors the presentation of the content to a student's demonstrated skill level. EarthTutor's adaptive approach is based on emerging Artificial Intelligence (AI) research. Bayesian networks are employed to model a student's proficiency with different earth science and image processing concepts. Agent behaviors are used to track the student's progress through activities and provide guidance when a student encounters difficulty. Through individual

  15. Investigating the Climate Change Beliefs, Knowledge, Behaviors, and Cultural Worldviews of Rural Middle School Students and their Families During An Out-of-School Intervention: A Mixed-Methods Study

    Science.gov (United States)

    Gutierrez, Kristie Susan

    (ANOVA) found a significant main effect for gender; males improved significantly more than females on the content knowledge test. Significant gains in content knowledge could be traced to engagement in specific club activities. The vast majority (73.3%) of students held egalitarian worldviews, while students were almost equivalent on the individualism (48.8%) /communitarian (47.7%) worldview scale. Student worldviews correlated to responses on the affective items of the survey, but did not predict students' climate change content knowledge. Findings from this study suggest that significant gains in climate change content knowledge can be attained through short-term out-of-school interventions, but not climate change beliefs. For rural, low income families, knowledge talk was most common (26.6%), followed by discussion of behaviors (11.5%), and talk regarding the seriousness of the problem (10.6%). Seventy-two percent of the participants (n = 18; 9 students, 9 adults) were coded as individualistic egalitarian. Changes in climate change content knowledge from pre- to post-intervention were greatest in the students and parents who were highly engaged in the at-home family intervention, indicating that parents and students can benefit from climate change interventions in their own homes.

  16. Digitales Peer-Tutoring - Explorative Analyse eines Peer-Video-Tutoring auf YouTube

    OpenAIRE

    Lebedynska, Viktoriya

    2016-01-01

    Als eine der erfolgreichsten und empirisch gut erforschten Methoden ist das Peer-Tutoring in den pädagogischen Kreisen äußerst beliebt. Neue organisatorische Anforderungen an Schule, wie die Einführung von G8 und die steigende Erwerbstätigkeit beider Elternteile, sowie neue didaktische Anforderungen, wie etwa Inklusion, eröffnen neue Möglichkeiten und Potentiale für den Einsatz des Peer-Tutoring. Die vorliegende Arbeit hat die Bearbeitung zweier Schwerpunkte zum Ziel. Zunächst wird das kla...

  17. An Investigation of the Development of Pre-Service Teacher Assessment Literacy through Individualized Tutoring and Peer Debriefing

    Science.gov (United States)

    Odo, Dennis Murphy

    2016-01-01

    Many pre-service teachers lack deep understanding of assessment concepts and have low selfefficacy for using assessments but pre-service on-campus programs have been shown to support their assessment literacy development. Likewise, individualized tutoring has helped pre-service candidates improve instructional practice and peer debriefing has been…

  18. The Use of Peer Tutoring to Improve the Passing Rates in Mathematics Placement Exams of Engineering Students: A Success Story

    Science.gov (United States)

    García, Rolando; Morales, Juan C.; Rivera, Gloribel

    2014-01-01

    This paper describes a highly successful peer tutoring program that has resulted in an improvement in the passing rates of mathematics placement exams from 16% to 42%, on average. Statistical analyses were conducted using a Chi-Squared (?[superscript 2]) test for independence and the results were statistically significant (p-value much less than…

  19. Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.

    Science.gov (United States)

    Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod

    2015-09-09

    Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate

  20. ITEAMS: An Out-Of-School Time Project to Promote Gain in Fundamental Science Content and Enhance Interest in STEM Careers for Middle School Students

    Directory of Open Access Journals (Sweden)

    Jaimie L. Miller

    2011-08-01

    Full Text Available We report preliminarily on the efficacy of an innovative, STEM education project for middle-school youth participating in outof- school-time programs, targeting girls and students from underrepresented communities. Participating students attend urban schools in Eastern Massachusetts. The two main goals for the technology-based project are to inspire the participants to consider STEM careers and increase the student mastery of fundamental STEM subject matter. The students control robotic telescopes – either from school or home – to acquire and then process images of solar system and deep space objects. Project teachers attend workshops to become adept at using the robotic telescopes, meet weekly with the students, pilot project curricula, collaborate with staff to plan and supervise field trips and star parties, and assist in all project evaluation. There are both academic and non-academic partners; the latter include amateur astronomers and retired engineers. We use an online system to evaluate teacher and student subject matter knowledge and survey students and parents about STEM careers.

  1. 39 Peer tutors as learning and teaching partners: a cumulative ...

    African Journals Online (AJOL)

    that of learning and teaching partners to both lecturers and students. ... learning and growth using a balanced approach, which included scholarly research and .... peer tutors to be the kind of academic advisors to students that universities ... In terms of advantages, student peer tutors are closer in experience to the students.

  2. Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review

    Science.gov (United States)

    Kulik, James A.; Fletcher, J. D.

    2016-01-01

    This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in…

  3. Household Expenditures on Private Tutoring: Emerging Evidence from Malaysia

    Science.gov (United States)

    Kenayathulla, Husaina Banu

    2013-01-01

    Private tutoring has been a burgeoning phenomenon in Malaysia for decades. This study examines the determinants of private tutoring expenditures in Malaysia using the 2004/2005 Household Expenditures Survey and applies hurdle regression models to the data. The results indicate that total household expenditures, household head's level of education,…

  4. After-School Tutoring and the Distribution of Student Performance

    Science.gov (United States)

    Huang, Min-Hsiung

    2013-01-01

    As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

  5. Affective feedback in a tutoring system for procedural tasks

    NARCIS (Netherlands)

    Heylen, Dirk K.J.; André, E.; Vissers, M.; Dybkjaer, L.; Minker, W.; op den Akker, Hendrikus J.A.; Heisterkamp, P.; Nijholt, Antinus

    2004-01-01

    We discuss the affective aspects of tutoring dialogues in an ITS -called INES- that helps students to practice nursing tasks using a haptic device and a virtual environment. Special attention is paid to affective control in the tutoring process by means of selecting the appropriate feedback, taking

  6. Stepwise Advice Negotiation in Writing Center Peer Tutoring

    Science.gov (United States)

    Park, Innhwa

    2014-01-01

    While the delivery and reception of advice is a practice integral to a wide range of settings, little attention has been given to the detailed practices of advice resistance and how it leads to advice negotiation. Based on 7 hours of videotaped tutoring interactions among 6 tutors and 11 tutees, this conversation analytic study examines the…

  7. Implementing CBM: SQL-Tutor after Fifteen Years

    Science.gov (United States)

    Mitrovic, Antonija; Ohlsson, Stellan

    2016-01-01

    SQL-Tutor is the first constraint-based tutor. The initial conference papers about the system were published in 1998 (Mitrovic 1998a, 1998b, 1998c), with an "IJAIED" paper published in 1999 (Mitrovic and Ohlsson, "International Journal Artificial Intelligence in Education," 10(3-4), 238-256, 1999). We published another…

  8. Determining Difficulty of Questions in Intelligent Tutoring Systems

    Science.gov (United States)

    Gunel, Korhan; Asliyan, Rifat

    2009-01-01

    The object of this study is to model the level of a question difficulty by a differential equation at a pre-specified domain knowledge, to be used in an educational support system. For this purpose, we have developed an intelligent tutoring system for mathematics education. Intelligent Tutoring Systems are computer systems designed for improvement…

  9. Peer Tutoring and Gorgias: Acknowledging Aggression in the Writing Center.

    Science.gov (United States)

    Bokser, Julie A.

    2001-01-01

    Continues a discussion of critiquing peer tutoring groups by underscoring a typically unacknowledged component: the way in which an emphasis on "peerness" disguises the inherent aggression in tutoring relationships. Defines "peerness" as a complicated relation that involves power and aggression as well as equality. (SG)

  10. Learners' Experiences of Peer Tutoring in the Context of Outdoor ...

    African Journals Online (AJOL)

    The article explores peer tutoring in the context of outdoor learning at a primary school in Lesotho. The peer-tutoring approach was trialled to explore its effectiveness in promoting learning in large class sizes which characterise primary and secondary schools in Lesotho. An urban primary school was purposively selected ...

  11. Corruption Risks of Private Tutoring: Case of Georgia

    Science.gov (United States)

    Kobakhidze, Magda Nutsa

    2014-01-01

    The paper focuses on teacher-supplied private tutoring in the context of post-Soviet Georgia, and elucidates the ways in which teacher-supplied private tutoring can be related to educational corruption. The paper draws on data from in-depth interviews of 18 school teachers in different parts of Georgia in 2013. The findings of the qualitative…

  12. Peer Tutoring: An Evaluation of the Relative Cognitive Benefits.

    Science.gov (United States)

    McKellar, Nancy A.

    The relative effectiveness of tutoring for both partners was examined by comparing tutoring with other learning activities that differed either in the amount of exposure to the learning materials or the presence of a helping relationship or both. The subjects were 160 undergraduates who were evaluated on their acquisition of Esperanto. Subjects…

  13. Tutor Trust Secondary: Evaluation Report and Executive Summary

    Science.gov (United States)

    Buchanan, Emily; Morrison, Jo; Walker, Matthew; Aston, Helen; Cook, Rose

    2015-01-01

    The Tutor Trust is a Manchester-based charity that aims to provide affordable small group and one-to-one tuition, predominantly to disadvantaged pupils in schools in challenging communities. The tutors are university students and recent graduates, enabling tuition to be provided at a competitive rate on a not-for-profit basis. This three-year…

  14. Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

    Science.gov (United States)

    Kupzyk, Sara S.

    2012-01-01

    This dissertation examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Measures used to determine the impact of parent tutoring included treatment integrity, student reading outcomes, attitudes towards involvement and reading, and social validity. Six teachers…

  15. What Do Distance Language Tutors Say about Teacher Motivation?

    Science.gov (United States)

    Xiao, Junhong

    2014-01-01

    Research into motivation in education mainly centres on students' learning motivation. This article reports on an interview study of teacher motivation with the aim of investigating the effects of student-related factors and tutors' personal factors on the motivation of language tutors in the distance learning context. Findings from the study…

  16. Perspectives of New Trades Tutors: Boundary Crossing between Vocational Identities

    Science.gov (United States)

    Chan, Selena

    2012-01-01

    This article reports on a study of the perspectives of new tutors teaching traditional vocational trades who recently commenced teaching in the Institutes of Technologies and Polytechnics (ITPs) sector in New Zealand. The perspectives are collated from questionnaires and interviews of 13 tutors, from five ITPs, who have been teaching full-time for…

  17. Conceptual Tutoring Software for Promoting Deep Learning: A Case Study

    Science.gov (United States)

    Stott, Angela; Hattingh, Annemarie

    2015-01-01

    The paper presents a case study of the use of conceptual tutoring software to promote deep learning of the scientific concept of density among 50 final year pre-service student teachers in a natural sciences course in a South African university. Individually-paced electronic tutoring is potentially an effective way of meeting the students' varied…

  18. Teaching Database Design with Constraint-Based Tutors

    Science.gov (United States)

    Mitrovic, Antonija; Suraweera, Pramuditha

    2016-01-01

    Design tasks are difficult to teach, due to large, unstructured solution spaces, underspecified problems, non-existent problem solving algorithms and stopping criteria. In this paper, we comment on our approach to develop KERMIT, a constraint-based tutor that taught database design. In later work, we re-implemented KERMIT as EER-Tutor, and…

  19. Managing Face Threats and Instructions in Online Tutoring

    Science.gov (United States)

    Brummernhenrich, Benjamin; Jucks, Regina

    2013-01-01

    Although tutoring is very effective, tutors often neglect certain strategies such as direct negative feedback. This might be because they want to avoid threatening their tutee's face. The concept of face derives from politeness theory and refers to the aspects of autonomy and social appreciation people claim for themselves and strive to negotiate…

  20. Organization of the Master Tutor in Higher Education: Methodological Support

    OpenAIRE

    Asya Suchanu

    2013-01-01

    It reveals the uniqueness tutor support preparation of future teachers in humanities within the magistracy, the ways and means of professional development tomorrow's specialists. Substantiates the importance and meaning of revealed teaching tutor help first-year students, which manifests itself in optimizing individual learning trajectories, leading to efficient fulfillment and positive socialization of students.

  1. ElectronixTutor: An Intelligent Tutoring System with Multiple Learning Resources for Electronics

    Science.gov (United States)

    Graesser, Arthur C.; Hu, Xiangen; Nye, Benjamin D.; VanLehn, Kurt; Kumar, Rohit; Heffernan, Cristina; Heffernan, Neil; Woolf, Beverly; Olney, Andrew M.; Rus, Vasile; Andrasik, Frank; Pavlik, Philip; Cai, Zhiqiang; Wetzel, Jon; Morgan, Brent; Hampton, Andrew J.; Lippert, Anne M.; Wang, Lijia; Cheng, Qinyu; Vinson, Joseph E.; Kelly, Craig N.; McGlown, Cadarrius; Majmudar, Charvi A.; Morshed, Bashir; Baer, Whitney

    2018-01-01

    Background: The Office of Naval Research (ONR) organized a STEM Challenge initiative to explore how intelligent tutoring systems (ITSs) can be developed in a reasonable amount of time to help students learn STEM topics. This competitive initiative sponsored four teams that separately developed systems that covered topics in mathematics,…

  2. Tutors' Influence on Distance Language Students' Learning Motivation: Voices from Learners and Tutors

    Science.gov (United States)

    Xiao, Junhong

    2012-01-01

    Teachers' influence on students' learning motivation is a well-researched topic. Nevertheless, the majority of such studies are situated in the conventional learning context despite the rapid growth of distance language learning. This study set out to investigate tutors' influence on students' learning motivation in the Chinese distance language…

  3. [The good PBL tutor--to be or not to be: instructional films for tutors].

    Science.gov (United States)

    Skelin, Silvia; Huwendiek, Sören; Nikendei, Christoph; Dieter, Peter; Kirschfink, Michael; Bosse, Hans-Martin

    2008-01-01

    Many faculties worldwide apply the method of problem-based learning (PBL) in their curricula as a form of instruction by which students in small groups develop problem-solving strategies on the basis of a specific case. This approach fosters self-responsible and context-dependent learning, which aims at providing an improved anchoring of knowledge. For this reason, the previous decades have seen a distribution of the method to medical schools across the world. The role of the tutor assumes particular importance since, in contrast to the traditional university system, he or she serves as a facilitator who fosters and structures content-related and group-dynamic learning processes. In some cases, this requires an intervention by the tutor. The major challenge is to intervene at the right time and in an appropriate manner. This paper presents examples of difficult PBL situations using short film sequences to demonstrate and comments on potential approaches of the tutor in attempting to resolve the problem. Standard problem situations within a PBL tutorial were defined and produced in a film. A collection of seven frequent critical PBL situations are presented in short film sequences. Potential instruments of intervention are demonstrated in the videos and discussed. The film sequences may be downloaded in the supplementary of the electronic version of this article (www.sciencedirect.com). Within the framework of a tutor-training programme, the problematic situations and interventions presented in this article will help to sensitise tutors to potentially critical PBL tutorial situations and aid the development of individual resolution approaches.

  4. The effect of near-peer tutoring on medical students' performance in anatomical and physiological sciences.

    Science.gov (United States)

    Morgan, Katrina M; Northey, Emily E; Khalil, Mohammed K

    2017-10-01

    Healthcare professional schools across the world are implementing near-peer tutoring (NPT) programs owing to numerous benefits to both tutors and tutees. This study determined whether higher attendance at NPT sessions led to improvements in course grades for high and low performing students. Fourth-year medical students used the USMLE Step 1 question format to tutor first-year medical students during the second half of the Structure and Function (SF) module, i.e., SF2. Attendance was recorded and students were accordingly divided into three groups: high, moderate, and low-no attendance. Students' performances in SF1 and SF2 were compared using Student's t-test. Differences among the three groups were analyzed using ANOVA and Scheffé post hoc test (Ptutors highly. They also agreed that NPT prepared them for course exams and Step 1, but did not reduce anxiety and stress about Step 1. The positive effect of the NPT program resulted in its expansion to include all first-year modules. Clin. Anat. 30:922-928, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  5. Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

    Science.gov (United States)

    Davis, Edward

    This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

  6. INTELLIGENT TUTORING SYSTEM FOR DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Jose Dutra de Oliveira Neto

    2012-04-01

    Full Text Available This study aims to develop and implement a tool called intelligent tutoring system in an online course to help a formative evaluation in order to improve student learning. According to Bloom et al. (1971,117 formative evaluation is a systematic evaluation to improve the process of teaching and learning. The intelligent tutoring system may provides a timely and high quality feedback that not only inform the correctness of the solution to the problem, but also informs the students about the accuracy of the response relative to their current knowledge about the solution. Constructive and supportive feedback should be given to the students to reveal the right and wrong answers immediately after taking the test. A feedback about the right answers is a form to reinforce positive behaviors. Identifying possible errors and relating them to the instruction material may help student to strengthen the content under consideration. The remedial suggestion should be given for each answer with detailed prescription with regards the materials and instructional procedures before taking next step. The main idea is to inform the students what he has learned and what he still has to learn. The open-source LMS called Moodle™ was extended to accomplish the formative evaluation, high-quality feedback, and communal knowledge presented here with a short online financial math course that is being offered at a large University in Brazil. The preliminary results shows that the intelligent tutoring system using high quality feedback helped the students to improve their knowledge about the solution to the problems based on the errors of their past cohorts. The results and suggestion for future work are presented and discussed.

  7. Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the Basis of the Interactive Tutoring Feedback Model

    Science.gov (United States)

    Narciss, Susanne

    2013-01-01

    This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008), and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the…

  8. FUDAOWANG: A Web-Based Intelligent Tutoring System Implementing Advanced Education Concepts

    Science.gov (United States)

    Xu, Wei; Zhao, Ke; Li, Yatao; Yi, Zhenzhen

    2012-01-01

    Determining how to provide good tutoring functions is an important research direction of intelligent tutoring systems. In this study, the authors develop an intelligent tutoring system with good tutoring functions, called "FUDAOWANG." The research domain that FUDAOWANG treats is junior middle school mathematics, which belongs to the objective…

  9. The Effectiveness of Private Tutoring: Students' Perceptions in Comparison with Mainstream Schooling in Hong Kong

    Science.gov (United States)

    Zhan, Shengli; Bray, Mark; Wang, Dan; Lykins, Chad; Kwo, Ora

    2013-01-01

    This paper examines Hong Kong students' perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more…

  10. Estimating the Impact of Private Tutoring on Academic Performance: Primary Students in Sri Lanka

    Science.gov (United States)

    Cole, Rachel

    2017-01-01

    Worldwide private tutoring is documented extensively, but its impact is unclear. I estimate the impact of tutoring on performance to assess the degree to which tutoring is a vehicle of educational stratification in Sri Lanka. I find that on average, five months of tutoring has no impact on Year 5 students' exam scores. I produce suggestive…

  11. Effects of Fourth and Second Graders' Cross-Age Tutoring on Students' Spelling

    Science.gov (United States)

    Mitchell, Rebekkah J.; Morrison, Timothy G.; Feinauer, Erika; Wilcox, Brad; Black, Sharon

    2016-01-01

    A quasi-experimental study examined some effects of cross-age tutoring on fourth grade tutors' and second grade tutees' ability to spell accurately and correct errors on their own rough drafts. Half of the participating tutors were trained in tutoring skills; half were not. All participants were given pre- and post-assessments. On dictated writing…

  12. Einführung eines Curriculums zur medizindidaktischen Qualifizierung von studentischen TutorInnen mit Abschlusszertifikat

    Directory of Open Access Journals (Sweden)

    Fellmer-Drüg, Erika

    2014-05-01

    Full Text Available [english] Aim: Student tutorials are now firmly anchored in medical education. However, to date there have only been isolated efforts to establish structured teacher training for peer tutors in medicine. To close this gap, a centralized tutor training program for students, culminating in an academic certificate, was implemented at Heidelberg University Medical School. The program also counts within the scope of the post-graduate Baden-Württemberg Certificate in Academic Teaching (Baden-Württemberg Zertifikat für Hochschuldidaktik.Method: Based on a needs assessment, a modular program comprised of four modules and a total of 200 curricular units was developed in cooperation with the Department for Key Competencies and Higher Education at Heidelberg University and implemented during the 2010 summer semester. This program covers not only topic-specific training sessions, but also independent teaching and an integrated evaluation of the learning process that is communicated to the graduates in the form of structured feedback. In addition, to evaluate the overall concept, semi-structured interviews (N=18 were conducted with the program graduates.Results: To date, 495 tutors have been trained in the basic module on teaching medicine, which is rated with a mean overall grade of 1.7 (SW: 0.6 and has served as Module I of the program since 2010. A total of 17% (N=83 of these tutors have gone on to enroll in the subsequent training modules of the program; 27 of them (m=12, f=15 have already successfully completed them. Based on qualitative analyses, it is evident that the training program certificate and its applicability toward the advanced teacher training for university instructors pose a major incentive for the graduates. For successful program realization, central coordination, extensive coordination within the medical school, and the evaluation of the attained skills have proven to be of particular importance.Conclusion: The training program

  13. Tutoring deaf students in higher education: a comparison of baccalaureate and sub-baccalaureate student perceptions.

    Science.gov (United States)

    Lang, Harry G; Biser, Eileen; Mousley, Keith; Orlando, Richard; Porter, Jeff

    2004-01-01

    Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalaureate and sub-baccalaureate students have many similar perceptions about tutoring, there are also some striking differences. In particular, as compared to the sub-baccalaureate students, baccalaureate students have a stronger preference for focusing on course content and for working with tutors who actively involve them during the tutoring sessions. In addition, baccalaureate students prefer to decide the focus of the tutoring themselves while sub-baccalaureate students tend to leave the decision to the tutor. The results of the analyses with three scales measuring perceptions of tutoring dimensions are summarized and recommendations for the selection and preparation of tutors, as well as for future research, are provided.

  14. Cross-year peer tutoring on internal medicine wards: results of a qualitative focus group analysis

    Directory of Open Access Journals (Sweden)

    Krautter M

    2014-09-01

    Full Text Available Markus Krautter,1 Sven Andreesen,2 Nadja Köhl-Hackert,2 Katja Hoffmann,3 Wolfgang Herzog,2 Christoph Nikendei2 1Department of Nephrology, University of Heidelberg, 2Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, 3Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany Background: Peer-assisted learning (PAL has become a well-accepted teaching method within medical education. However, descriptions of on-ward PAL programs are rare. A focus group analysis of a newly established PAL program on an internal medicine ward was conducted to provide insights into PAL teaching from a student perspective.Purpose: To provide insights into students' experiences regarding their on-ward training with and without accompanying PAL tutors.Methods: A total of N=168 medical students in their sixth semester participated in the investigation (intervention group: N=88; control group: N=80. The intervention group took part in the PAL program, while the control group received standard on-ward training. There were seven focus groups with N=43 participants (intervention group: four focus groups, N=28 participants; control group: three focus groups, N=15 participants. The discussions were analyzed using content analysis.Results: The intervention group emphasized the role of the tutors as competent and well-trained teachers, most beneficial in supervising clinical skills. Tutors motivate students, help them to integrate into the ward team, and provide a non-fear-based working relationship whereby students' anxiety regarding working on ward decreases. The control group had to rely on autodidactic learning strategies when neither supervising physicians nor final-year students were available.Conclusion: On-ward PAL programs represent a particularly valuable tool for students' support in training clinical competencies on ward. The tutor–student working alliance

  15. Simulation-Based Cryosurgery Intelligent Tutoring System Prototype.

    Science.gov (United States)

    Sehrawat, Anjali; Keelan, Robert; Shimada, Kenji; Wilfong, Dona M; McCormick, James T; Rabin, Yoed

    2016-04-01

    As a part of an ongoing effort to develop computerized training tools for cryosurgery, the current study presents a proof of concept for a computerized tool for cryosurgery tutoring. The tutoring system lists geometrical constraints of cryoprobes placement, simulates cryoprobe insertion, displays a rendered shape of the prostate, enables distance measurements, simulates the corresponding thermal history, and evaluates the mismatch between the target region shape and a preselected planning isotherm. The quality of trainee planning is measured in comparison with a computer-generated planning, created for each case study by previously developed planning algorithms. The following two versions of the tutoring system have been tested in the current study: (1) an unguided version, where the trainee can practice cases in unstructured sessions and (2) an intelligent tutoring system, which forces the trainee to follow specific steps, believed by the authors to potentially shorten the learning curve. Although the tutoring level in this study aims only at geometrical constraints on cryoprobe placement and the resulting thermal histories, it creates a unique opportunity to gain insight into the process outside the operation room. Post-test results indicate that the intelligent tutoring system may be more beneficial than the nonintelligent tutoring system, but the proof of concept is demonstrated with either system. © The Author(s) 2015.

  16. IMPACT OF SCHOOL TUTORING IN THE PROJECTION OF HIGH SCHOOL ADULT STUDENTS, SEMIPRESENTIAL MODALITY

    Directory of Open Access Journals (Sweden)

    Héctor José Peinado-Guevara

    2011-01-01

    Full Text Available The semipresential modality at high school level for adults, as the offered in the nightlife high school of the Universidad Autonoma de Sinaloa, that creates high expectations for Sinaloa´s society, to give the student an opportunity to continue its educational development in high school level and, lead him to continue with their vocational training. With this investigation, and given to their conditions, the objective it´s to know the competitive level at the beginning and during the development in the institution, also to identify the influence of the school tutoring in the development of adult students in high school. It was identified the income profile of students to the institution; was necessary to rescue the results of CENEVAL and EDAOM tests, practiced at the entry of students to the institution. Together this tools, was necessary to practice two questionnaires to evaluate the students perception about their teachers; and another one to identify the main problems they faced and the function of their school tutor in the institution. With the data obtained, were identified some deficiencies of semipresential system, especially in educational planning. Even though the students recognizes that the tutoring its fundamental to the incorporation of students to academic activities and that exists a high level of acceptance to the programs set by the institution.

  17. Tutoring electronic troubleshooting in a simulated maintenance work environment

    Science.gov (United States)

    Gott, Sherrie P.

    1987-01-01

    A series of intelligent tutoring systems, or intelligent maintenance simulators, is being developed based on expert and novice problem solving data. A graded series of authentic troubleshooting problems provides the curriculum, and adaptive instructional treatments foster active learning in trainees who engage in extensive fault isolation practice and thus in conditionalizing what they know. A proof of concept training study involving human tutoring was conducted as a precursor to the computer tutors to assess this integrated, problem based approach to task analysis and instruction. Statistically significant improvements in apprentice technicians' troubleshooting efficiency were achieved after approximately six hours of training.

  18. Tutoring szkolny jako koncepcja i metoda wsparcia rozwoju ucznia

    OpenAIRE

    Drozd, Ewa; Zembrzuska, Agnieszka

    2013-01-01

    Celem artykułu jest dokonanie opisu koncepcji i metody tutoringu szkolnego w odniesieniu do kilkuletnich doświadczeń programu Kolegium Tutorów realizowanego przy wsparciu lokalnych władz oświatowych. Tutoring ma korzenie akademickie jako zindywidualizowana metoda pracy studenta z profesorem, jego istotą jest otwarcie na potrzeby drugiego człowieka i wspieranie w rozwoju. Można wskazać kilka źródeł filozoficznych, które dookreślają czym współcześnie jest tutoring (sokratejski dialog, filozofia...

  19. THE ORGANIZATION OF TUTOR'S ACTIVITY IN THE SYSTEM OF DISTANCE EDUCATION AT HIGHER EDUCATIONAL ESTABLISHMENT

    Directory of Open Access Journals (Sweden)

    Oleksii Voronkin

    2016-03-01

    Full Text Available The article demonstrates the results of the online tutor’s activity components. The review of the interaction between the learners (content interaction and interpersonal interaction in the distance course has shown that all of these elements should be taken into account in the course designing and should be later moderated by the tutor in the process of learning. It has been determined that effective learning occurs only in case of the possibility to sattisfy each student’s learning style. The complete learning circle should include different learning styles to follow the abovementioned requirements. According to the analysis of the online tutoring models the following structural components of tutor’s professional competence were defined: informative, organizational, psychological and pedagogical, technical, professional, personal, competence of online communication. Thus, in addition to the subject matter the tutor has to know psychological and pedagogical, organizational, methodological and technical bases of learning organization. The ability to plan (project the expected final result of tutor’s activity and the readiness to learn new technologies appear particularly important. Different criteria and methods of evaluation of the effectiveness of tutor’s activity have been studied. It is shown that the estimation of the activity effectiveness should be based on the goals and the content of tutor’s activity, and it can be performed by quantitative and qualitative methods. Quantitative method permits collecting the data which can be analyzed statistically. The qualitative method is more subjective, flexible and dynamic. The paper states the currency of the requirement of online tutors training programs on the state level.

  20. Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education

    Directory of Open Access Journals (Sweden)

    Sherran Clarence

    2016-06-01

    Full Text Available Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.

  1. Intelligent tutoring using HyperCLIPS

    Science.gov (United States)

    Hill, Randall W., Jr.; Pickering, Brad

    1990-01-01

    HyperCard is a popular hypertext-like system used for building user interfaces to databases and other applications, and CLIPS is a highly portable government-owned expert system shell. We developed HyperCLIPS in order to fill a gap in the U.S. Army's computer-based instruction tool set; it was conceived as a development environment for building adaptive practical exercises for subject-matter problem-solving, though it is not limited to this approach to tutoring. Once HyperCLIPS was developed, we set out to implement a practical exercise prototype using HyperCLIPS in order to demonstrate the following concepts: learning can be facilitated by doing; student performance evaluation can be done in real-time; and the problems in a practical exercise can be adapted to the individual student's knowledge.

  2. Intelligent tutors for control center operator training

    Energy Technology Data Exchange (ETDEWEB)

    Vale, Z.A. [Porto Univ. (Portugal). Dept. of Electrical and Computer Engineering; Fernandes, M.F.; Marques, A. [Electricity of Portugal, Sacavem (Portugal)

    1995-12-31

    Power systems are presently remotely operated and controlled from control centers that receive on-line information about the power system state. Control center operators have very high-demanding tasks what makes their training a key issue for the performance of the whole power system. Simulators are usually used by electrical utilities for this purpose but they are very expensive applications and their use requires the preparation of the training sessions by qualified training staff which is a very time consuming task. Due to this, these simulators are only used a few times a year. Intelligent Tutoring Systems (ITS) provide some new possibilities for control center operator training making easier its use without much assistance of the teaching staff. On the other hand, an expert system in use in a control center can be adapted to an ITS to train operators without much effort. 18 refs

  3. Adding an Intelligent Tutoring System to an Existing Training Simulation

    National Research Council Canada - National Science Library

    Stottler, Richard H; Jensen, Randy; Pike, Bill; Bingham, Rick

    2006-01-01

    ...). It was determined that the addition of an Intelligent Tutoring System (ITS) to BC2010 would off-load the instructor from these duties and allow the students to execute scenarios without requiring an instructor for the AAR...

  4. Information Processing and Coaching Treatments in an Intelligent Tutoring System

    National Research Council Canada - National Science Library

    Dillon, Ronna

    1997-01-01

    The purpose of this effort was to develop an intelligent tutoring system (ITS) to train test administrators how to operate computerized adaptive testing Armed Services Vocational Aptitude Battery (CAT-ASVAB...

  5. Supporting undergraduate nursing students through structured personal tutoring: Some reflections.

    Science.gov (United States)

    Watts, Tessa E

    2011-02-01

    Support is imperative for nursing students worldwide as they face the many challenges associated with learning and working. Moreover enhancing student retention is an increasing concern for institutions across the globe. The personal tutor is a frequently hidden yet potentially significant figure in many students' experience of higher education. This paper offers some critical reflections on a structured approach to personal tutoring within an undergraduate nursing programme in a research focused Welsh university. Structured personal tutoring can provide an organised, coherent and proactive support system throughout students' educational programmes. However the approach changes the shape of personal tutoring and has the potential to increase academics' workloads and with it costs. Copyright © 2010 Elsevier Ltd. All rights reserved.

  6. Peer Tutoring – Assisted Instruction, Parent Supportiveness and ...

    African Journals Online (AJOL)

    kofimereku

    effect of treatment (peer tutoring) on mathematics achievement, it also revealed a ..... academic achievement of college students have demonstrated that the ... basic for suggesting the use of the treatment in classrooms irrespective of students' ...

  7. User documentation for the MSK and OMS intelligent tutoring systems

    Science.gov (United States)

    Fink, Pamela K.; Herren, L. Tandy; Lincoln, David T.

    1991-01-01

    This user's guide describes how to use the Intelligent Tutoring Systems for the Manual Select Keyboard (MSK) and the Orbital Maneuvering System (OMS) and how to use the C code that runs the mockup version of the MSK.

  8. Integrating Hypermedia Objects In An Intelligent Tutoring System

    Directory of Open Access Journals (Sweden)

    Emilia PECHEANU

    2001-12-01

    Full Text Available The paper describes the internal architecture of an Intelligent Tutoring System, CS-Tutor. The architectural design of the tutorial system was developed in a collaborative work at the Department of Computer Science of the University of Galati and the Department of Applied Informatics of the Faculty of Computer Science of Iasi. Intelligent Tutoring Systems (ITS are software packages which use the Artificial Intelligence techniques to aid in learning of some subject or skill. In recent years, Hypermedia has been gained the interest of many researchers working in the teaching field of study. The CS-Tutor internal architecture is based upon integrating Hypermedia Objects in an Intelligent Knowledge-Based frame.

  9. Fundamental Skills Tutoring Project, Year III, Dayton, Ohio Area

    National Research Council Canada - National Science Library

    Elling, Sue

    1996-01-01

    ... the effectiveness of the tutors as they are developed. The Alliance for Education was tasked with selecting schools, purchasing, installing and maintaining hardware, supporting local teachers and administrators, assisting Armstrong Laboratory personnel...

  10. Reasons of tutoring Phenomena among Secondary Stage Students

    OpenAIRE

    Mustafa Ayroutt; Heba hammad

    2011-01-01

    Problem statement: The purpose of this study was to investigate the reasons of tutoring phenomena among secondary stage students in Amman City as perceived by School Principals. Approach: The sample of the study consisted of (117 male principals and 57 female principals). Results: The evaluations of principals regarding tutoring reasons were high, factors related to students came first, followed by the factors related to the family while the factors related to the cur...

  11. Teacher training tutor of the micro university: issues to reflect

    Directory of Open Access Journals (Sweden)

    Enma Gallardo Barroso

    2004-09-01

    Full Text Available This article highlights the great importance an appropriate strategy for the development of the formation of tutors has, due to the role they play in the entire formation of thousands of youngsters as well as teachers and professors. Tutors have the duty of transmitting, together with the professor of the territorial university center, the basic knowledge of the sciences of Education and to endow them of tools for their future professional work.

  12. Proceedings of the Air Force Forum for Intelligent Tutoring Systems

    Science.gov (United States)

    1989-04-01

    Science Air Force Summer Study on Fault Isolation in Air Force Weapons and Support Systems. He is an expert in simulation-oriented computer-based...Tutoring (Collins, 1976.) Reprinted with permission of Lawrence Erlbauni Assoc., Inc., Publishers, ( 1976. It should be clear that understanding natural...Grignetti, M., Hausman , C., & Gould, L. (1975). An intelligent on-line assistant and tutor: NLS-Scholar. In Proceedings of the National Computer

  13. PENERAPAN MODEL PEMBELAJARAN TUTOR SEBAYA PADA MATA PELAJARAN SOSIOLOGI

    Directory of Open Access Journals (Sweden)

    Ningrum Pusporini Anggorowati

    2013-04-01

    Full Text Available Tujuan penelitian ini adalah untuk mengetahui pelaksanaannya model pembelajaran tutor sebaya (peer teaching di SMAN I Brebes. Subjek dalam penelitian ini adalah guru sosiologi kelas XI IPS 1 dan siswa kelas XI IPS 1. Hasil penelitian menunjukkan peer teaching memerlukan persiapan yang matang, dan setiap tahap pelaksanaan hendaknya dievaluasi untuk mendapatkan hasil yang baik. Faktor pendukung dalam pelaksanaan model pembelajaran tutor sebaya antara lain yaitu adanya interaksi antara guru dengan siswa, minat belajar siswa cukup tinggi, guru dan siswa lebih akrab dalam kegiatan pembelajaran, keterlibatan tutor sebaya dalam kelompok belajar membuat suasana pembelajaran lebih menarik, sedangkan faktor penghambatnya antara lain yaitu kurangnya persiapan dari para tutor, sarana dan prasarana kurang memadai, kegiatan pembelajaran kurang kondusif, dan sumber belajar kurang memadai. The objective of this study is to examine the implementation of peer tutoring learning model (peer teaching in SMAN I Brebes. Subjects in this study were teachers sociology class XI IPS 1 and class XI IPS 1. Results show that the implementation of peer teaching requires preparation, and each stage of the implementation should be evaluated to obtain good results. Factors supporting the implementation of peer tutoring learning model, among others, the interaction between teachers and students, and also student interest is high; teachers and students are more familiar in learning activities, and peer tutor involvement in the study group to make the learning environment more attractive. The inhibiting factor of peer teaching strategy include among others the lack of preparation of the tutors, inadequate infrastructure, lack of conducive learning activities, and learning resources are inadequate.

  14. Implementing peer tutoring in a graduate medical education programme.

    Science.gov (United States)

    Salerno-Kennedy, Rossana; Henn, Pat; O'Flynn, Siun

    2010-06-01

    In modern times, peer tutoring methods have been explored in health care education for over 30 years. In this paper, we report our experience of implementing a peer-tutoring approach to Clinical Skills Laboratory (CSL) training in the Graduate Entry in Medicine Programme (GEM) at University College Cork. Eighteen fourth-year medical students were recruited as peer tutors for CSL sessions on physical examination. In order to standardise the process, we developed a training course for peer tutors that comprised two stages. They then ran the practical sessions with junior students, under the watchful eye of medical educators. At the end of the last CSL session, the students were given 10 minutes to reflect individually on the experience, and were asked to complete a feedback form. Twenty-four of the 42 GEM students and six of the seven Senior Tutors (STs) completed and returned their feedback forms. With the caveats of small sample sizes and low response rates, both groups reported that they had both positive and negative experiences of peer tutoring, but that the positive experiences predominated. The overall experience was positive. In terms of the primary thesis of this study, the STs thought that they were well prepared by the teaching staff to take part in these teaching sessions. © Blackwell Publishing Ltd 2010.

  15. Exploring the tutor-student interaction in a blended university course

    Directory of Open Access Journals (Sweden)

    Krasnova Tatiana

    2016-01-01

    Full Text Available A meaningful tutor-student interaction requires a new insight into pedagogical principles and proper implementation of modern teaching strategies. This paper aims to contribute to the understanding of online tutoring in blended learning settings and the impact of the tutor-student interaction on the learning process. The article reports on the results of the study on students’ evaluation of the tutor’s role and the tutor-student interaction in a blended university course. The findings show that professional tutoring and the effective tutor-student interaction help students to improve their learning efficacy and to have a greater personal responsibility for their outcomes.

  16. "You still need to give her a token of appreciation": the meaning of the exchange of money in the sexual relationships of out-of-school adolescents in rural southwest Uganda.

    Science.gov (United States)

    Nobelius, Ann-Maree; Kalina, Bessie; Pool, Robert; Whitworth, Jimmy; Chesters, Janice; Power, Robert

    2010-09-01

    This article challenges the pervasive assumption that exchanging gifts and money in adolescent sexual relationships is transactional. Data were derived from a multi-method, qualitative sexual health needs assessment of 31 out-of-school adolescents in rural southwest Uganda. Grounded theory analysis allows contextual meanings of exchange to emerge. Adolescents have developed gendered courting and exchange models that parallel marital relationships in this cultural context. Whereas exchange is considered transactional and immoral in some types of relationships, in adolescent relationships, it is not. Young women are not ashamed of, or stigmatized by, the exchange; they are proud of it. The exchange signifies several things: self-respect and a partner's willingness to wait for the relationships to become sexual and, therefore, that they are valued and respected by their partners. This demonstrates commitment from a partner, whose role is as a provider. To expect no gift or to have sex for pleasure are the hallmarks of the worst kind of woman-a malaya. "Need" is the only acceptable rationale for extramartial sex for any woman in this sexual value system. Interventions promoting longer courting and sustained support for one partner would encourage a delay in debut for young women and encourage greater monogamy in young men.

  17. Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors.

    Science.gov (United States)

    Kamps, Debra; And Others

    1989-01-01

    Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

  18. Implementation of central line-associated bloodstream infection prevention bundles in a surgical intensive care unit using peer tutoring.

    Science.gov (United States)

    Park, Sang-Won; Ko, Suhui; An, Hye-Sun; Bang, Ji Hwan; Chung, Woo-Young

    2017-01-01

    Central line-associated bloodstream infections (CLABSIs) can be prevented through well-coordinated, multifaceted programs. However, implementation of CLABSI prevention programs requires individualized strategies for different institutional situations, and the best strategy in resource-limited settings is uncertain. Peer tutoring may be an efficient and effective method that is applicable in such settings. A prospective intervention was performed to reduce CLABSIs in a surgical intensive care unit (SICU) at a tertiary hospital. The core interventions consisted of implementation of insertion and maintenance bundles for CLABSI prevention. The overall interventions were guided and coordinated by active educational programs using peer tutoring. The CLABSI rates were compared for 9 months pre-intervention, 6 months during the intervention and 9 months post-intervention. The CLABSI rate was further observed for three years after the intervention. The rate of CLABSIs per 1000 catheter-days decreased from 6.9 infections in the pre-intervention period to 2.4 and 1.8 in the intervention (6 m; P  = 0.102) and post-intervention (9 m; P  = 0.036) periods, respectively. A regression model showed a significantly decreasing trend in the infection rate from the pre-intervention period ( P  tutoring in a resource-limited setting was useful and effectively reduced CLABSIs. However, maintaining the reduced CLABSI rate will require further strategies.

  19. Role modelling of clinical tutors: a focus group study among medical students.

    Science.gov (United States)

    Burgess, Annette; Goulston, Kerry; Oates, Kim

    2015-02-14

    Role modelling by clinicians assists in development of medical students' professional competencies, values and attitudes. Three core characteristics of a positive role model include 1) clinical attributes, 2) teaching skills, and 3) personal qualities. This study was designed to explore medical students' perceptions of their bedside clinical tutors as role models during the first year of a medical program. The study was conducted with one cohort (n = 301) of students who had completed Year 1 of the Sydney Medical Program in 2013. A total of nine focus groups (n = 59) were conducted with medical students following completion of Year 1. Data were transcribed verbatim. Thematic analysis was used to code and categorise data into themes. Students identified both positive and negative characteristics and behaviour displayed by their clinical tutors. Characteristics and behaviour that students would like to emulate as medical practitioners in the future included: 1) Clinical attributes: a good knowledge base; articulate history taking skills; the ability to explain and demonstrate skills at the appropriate level for students; and empathy, respect and genuine compassion for patients. 2) Teaching skills: development of a rapport with students; provision of time towards the growth of students academically and professionally; provision of a positive learning environment; an understanding of the student curriculum and assessment requirements; immediate and useful feedback; and provision of patient interaction. 3) Personal qualities: respectful interprofessional staff interactions; preparedness for tutorials; demonstration of a passion for teaching; and demonstration of a passion for their career choice. Excellence in role modelling entails demonstration of excellent clinical care, teaching skills and personal characteristics. Our findings reinforce the important function of clinical bedside tutors as role models, which has implications for faculty development and

  20. Exploring the tutor-student interaction in a blended university course

    OpenAIRE

    Krasnova, Tatiana Ivanovna; Popova, Anna

    2016-01-01

    A meaningful tutor-student interaction requires a new insight into pedagogical principles and proper implementation of modern teaching strategies. This paper aims to contribute to the understanding of online tutoring in blended learning settings and the impact of the tutor-student interaction on the learning process. The article reports on the results of the study on students’ evaluation of the tutor’s role and the tutor-student interaction in a blended university course. The findings show th...

  1. Simulation-Based Cryosurgery Intelligent Tutoring System (ITS) Prototype

    Science.gov (United States)

    Sehrawat, Anjali; Keelan, Robert; Shimada, Kenji; Wilfong, Dona M.; McCormick, James T.; Rabin, Yoed

    2015-01-01

    As a part of an ongoing effort to develop computerized training tools for cryosurgery, the current study presents a proof-of-concept for a computerized tool for cryosurgery tutoring. The tutoring system lists geometrical constraints of cryoprobes placement, simulates cryoprobe insertion, displays a rendered shape of the prostate, enables distance measurements, simulates the corresponding thermal history, and evaluates the mismatch between the target region shape and a pre-selected planning isotherm. The quality of trainee planning is measured in comparison with a computer-generated planning, created for each case study by previously developed planning algorithms. Two versions of the tutoring system have been tested in the current study: (i) an unguided version, where the trainee can practice cases in unstructured sessions, and (ii) an intelligent tutoring system (ITS), which forces the trainee to follow specific steps, believed by the authors to potentially shorten the learning curve. While the tutoring level in this study aims only at geometrical constraints on cryoprobe placement and the resulting thermal histories, it creates a unique opportunity to gain insight into the process outside of the operation room. Posttest results indicate that the ITS system maybe more beneficial than the non-ITS system, but the proof-of-concept is demonstrated with either system. PMID:25941163

  2. Rose garden promises of intelligent tutoring systems: Blossom or thorn

    Science.gov (United States)

    Shute, Valerie J.

    1991-01-01

    Intelligent tutoring systems (ITS) have been in existence for over a decade. However, few controlled evaluation studies have been conducted comparing the effectiveness of these systems to more traditional instruction methods. Two main promises of ITSs are examined: (1) Engender more effective and efficient learning in relation to traditional formats; and (2) Reduce the range of learning outcome measures where a majority of individuals are elevated to high performance levels. Bloom (1984) has referred to these as the two sigma problem; to achieve two standard deviation improvements with tutoring over traditional instruction methods. Four ITSs are discussed in relation to the two promises. These tutors have undergone systematic, controlled evaluations: (1) The LISP tutor (Anderson Farrell and Sauers, 1984); (2) Smithtown (Shute and Glaser, in press); (3) Sherlock (Lesgold, Lajoie, Bunzo and Eggan, 1990); and (4) The Pascal ITS (Bonar, Cunningham, Beatty and Well, 1988). Results show that these four tutors do accelerate learning with no degradation in final outcome. Suggestions for improvements to the design and evaluation of ITSs are discussed.

  3. Does private tutoring increase students' academic performance? Evidence from Turkey

    Science.gov (United States)

    Berberoğlu, Giray; Tansel, Aysit

    2014-10-01

    This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academic performance.

  4. Learning progressions from a sociocultural perspective: response to "co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action"

    Science.gov (United States)

    Tytler, Russell

    2016-10-01

    This article discusses a case for a different, socio-cultural way of looking at learning progressions as treated in the next generation science standards (NGSS) as described by Ralph Cordova and Phyllis Balcerzak's paper "Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action". The paper is interesting for a number of reasons, and in this response I will identify different aspects of the paper and link the points made to my own research, and that of colleagues, as complementary perspectives. First, the way that the science curriculum is conceived as an expanding experience that moves from the classroom into the community, across subjects, and across time, links to theoretical positions on disciplinary literacies and notions of learning as apprenticeship into the discursive tools, or `habits of mind' as the authors put it, that underpin disciplinary practice. Second, the formulation of progression through widening communities of practice is a strong feature of the paper, and shows how children take on the role of scientists through this expanding exposure. I will link this approach to some of our own work with school—community science partnerships, drawing on the construct of boundary crossing to tease out relations between school science and professional practice. Third, the demonstration of the expansion of the children's view of what scientists do is well documented in the paper, illustrated by Figure 13 for instance. However I will, in this response, try to draw out and respond to what the paper is saying about the nature of progression; what the progression consists of, over what temporal or spatial dimensions it progresses, and how it can productively frame curriculum processes.

  5. A Flowchart-Based Intelligent Tutoring System for Improving Problem-Solving Skills of Novice Programmers

    Science.gov (United States)

    Hooshyar, D.; Ahmad, R. B.; Yousefi, M.; Yusop, F. D.; Horng, S.-J.

    2015-01-01

    Intelligent tutoring and personalization are considered as the two most important factors in the research of learning systems and environments. An effective tool that can be used to improve problem-solving ability is an Intelligent Tutoring System which is capable of mimicking a human tutor's actions in implementing a one-to-one personalized and…

  6. Help Helps, but Only so Much: Research on Help Seeking with Intelligent Tutoring Systems

    Science.gov (United States)

    Aleven, Vincent; Roll, Ido; McLaren, Bruce M.; Koedinger, Kenneth R.

    2016-01-01

    Help seeking is an important process in self-regulated learning (SRL). It may influence learning with intelligent tutoring systems (ITSs), because many ITSs provide help, often at the student's request. The Help Tutor was a tutor agent that gave in-context, real-time feedback on students' help-seeking behavior, as they were learning with an ITS.…

  7. Online Tutoring Procedure for Research Project Supervision: Management, Organization and Key Elements

    Science.gov (United States)

    Darder Mesquida, Antònia; Pérez Garcias, Adolfina

    2015-01-01

    Research project tutoring appears as a crucial element for teaching; it is a planned action based on the relationship between a tutor and a student. This paper presents the findings of a design and development research which has as its main aim to create an organization system for the tutoring of online research projects. That system seeks to…

  8. The demand for private tutoring in Turkey: unintended consequences of curriculum reform

    NARCIS (Netherlands)

    Altinyelken, H.K.; Bray, M.; Mazawi, A.E.; Sultana, R.G.

    2013-01-01

    This chapter focuses on the private tutoring phenomenon in Turkey. It seeks to analyse the impact of the revision of primary school curriculum on the demand for private tutoring. It also outlines various academic, economic and social implications of private tutoring. Based on interviews with school

  9. The Effect of Attending Tutoring on Course Grades in Calculus I

    Science.gov (United States)

    Rickard, Brian; Mills, Melissa

    2018-01-01

    Tutoring centres are common in universities in the United States, but there are few published studies that statistically examine the effects of tutoring on student success. This study utilizes multiple regression analysis to model the effect of tutoring attendance on final course grades in Calculus I. Our model predicted that every three visits to…

  10. Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

    Science.gov (United States)

    Fong, Lin Siew

    2016-01-01

    Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies…

  11. The Development of a Tutor Programme in a University Hall of Residence--A Case Study.

    Science.gov (United States)

    Beasley, V. J.

    The tutor system within a university hall of residence at Flinders University of South Australia and a method of inquiry used to study the system are examined. Interviews with residence hall tutors revealed four concerns: the need for guidelines, the nature of academic tutoring, pastoral care and its implications, and communication channels within…

  12. Identifying and Describing Tutor Archetypes: The Pragmatist, the Architect, and the Surveyor

    Science.gov (United States)

    Harootunian, Jeff A.; Quinn, Robert J.

    2008-01-01

    In this article, the authors identify and anecdotally describe three tutor archetypes: the pragmatist, the architect, and the surveyor. These descriptions, based on observations of remedial mathematics tutors at a land-grant university, shed light on a variety of philosophical beliefs regarding and pedagogical approaches to tutoring. An analysis…

  13. Dr Math moves to C³TO: Chatter call center/tutoring online

    CSIR Research Space (South Africa)

    Butgereit, L

    2010-01-01

    Full Text Available Dr Math is a mobile tutoring system which has been running in South Africa for three years. It links primary and secondary school pupils to tutors in mathematics. The pupils use the popular Mxit chat client on their cell phones. The tutors use full...

  14. ASPIRE: An Authoring System and Deployment Environment for Constraint-Based Tutors

    Science.gov (United States)

    Mitrovic, Antonija; Martin, Brent; Suraweera, Pramuditha; Zakharov, Konstantin; Milik, Nancy; Holland, Jay; McGuigan, Nicholas

    2009-01-01

    Over the last decade, the Intelligent Computer Tutoring Group (ICTG) has implemented many successful constraint-based Intelligent Tutoring Systems (ITSs) in a variety of instructional domains. Our tutors have proven their effectiveness not only in controlled lab studies but also in real classrooms, and some of them have been commercialized.…

  15. Automated topic spotting provides added efficiency in a chat based tutoring environment

    CSIR Research Space (South Africa)

    Butgereit, L

    2012-05-01

    Full Text Available Dr Math is a mobile, online tutoring project which allows primary and secondary school pupils to contact tutors in mathematics using text based chat systems on their cell phones. The tutors use traditional Internet based workstations. Dr Math...

  16. Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning.

    Science.gov (United States)

    Chi, Michelene T H; Roy, Marguerite; Hausmann, Robert G M

    2008-03-01

    The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods-one-on-one human tutoring, observing tutoring individually, collaborating without observing, and studying alone-the results showed that students learned to solve physics problems just as effectively from observing tutoring collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. 2008 Cognitive Science Society, Inc.

  17. The Effects of Trained Peer Tutors on the Physical Education of Children Who Are Visually Impaired

    Science.gov (United States)

    Wiskochil, Brian; Lieberman, Lauren J.; Houston-Wilson, Cathy; Petersen, Susan

    2007-01-01

    This study examined the effect of trained peer tutors on the academic learning time-physical education (ALT-PE) scores of children with visual impairments. It found a mean increase of 20.8% for ALT-PE and increases in ALT-PE scores for closed and open skills and that trained peer tutors were more effective than were untrained peer tutors.

  18. Ensino superior, tutoria online e profissão docente / Higher education, online tutoring and the teaching profession

    Directory of Open Access Journals (Sweden)

    Marcia Rozenfeld Gomes de Oliveira

    2009-01-01

    about online tutoring, some of its characteristics and peculiarities as compared to face to-face education. To this end it analyzes the results of an online questionnaire answered by 222 tutors pertaining to programs offered at Universidade Federal de São Carlos (UFSCar in partnership with Universidade Aberta do Brasil (UAB and Brazilian townships. The analysis focused on tutors’ characteristics (e.g., sex, education background and teaching experience, their work organization and activities, the division of labor (between tutors and teachers responsible for subjects, and their perceptions about the nature of tutoring and education at a distance (DE. This study is chiefly based on authors such as Lortie, Tardif, and Shulman—about face-to-face teaching—and Mill, Maggio, and Kenski—on distance education. The results of this study point to the predominance of female tutors, which resembles the makeup of the teaching body in face-to-face education at the lower levels, and indicate the respondents’ high levels of schooling and considerable face-to-face teaching experience. Despite the difficulties encountered by the tutors in this study, mainly due to their lack of experience in DE and varied technical problems, most of the tutors found it easy and pleasurable to work online. The dada also suggest that the tutors enjoyed comparative autonomy as regards actions associated with content transmission as well as actions related to (virtual classroom management. This autonomy may be the basis for the respondents’ perception that the online tutor, in the context under consideration, performs a genuine teaching function.

  19. Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model

    Directory of Open Access Journals (Sweden)

    Susanne Narciss

    2013-06-01

    Full Text Available This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008, and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the regulation of a learning process in order to help learners acquire or improve the competencies needed to master learning tasks. It integrates findings from systems theory with recommendations of prior research on interactive instruction and elaborated feedback, on task analyses, on error analyses, and on tutoring techniques. Based on this multi-dimensional view of formative tutoring feedback methodological implications for designing and investigating multiple effects of feedback under multiple individual and situational conditions are described. Furthermore, the paper outlines how the implications of the ITF-model have been applied in several studies to the design and evaluation of tutoring feedback strategies for digital learning environments (e.g., Narciss, 2004; Narciss & Huth, 2006; Narciss, Schnaubert, Andres, Eichelmann, Goguadze, & Sosnovsky, 2013.

  20. An Intelligent Tutoring System for Nondestructive Testing Training

    Energy Technology Data Exchange (ETDEWEB)

    Kim, J. K.; Koh, S. N. [Joong Ang Inspection Co., Seoul (Korea, Republic of); Kim, M. K.; Shim, Y. J. [Ajou University, Suwon (Korea, Republic of)

    1998-02-15

    This paper is written to introduce a multimedia tutoring system for nondestructive testing using personal computer. Nondestructive testing, one of the chief methods for inspecting welds and many other components, is very difficult for the NDT inspectors to understand its technical basis without a wide experience. And it is necessary for considerable repeated education and training for keeping their knowledge. The tutoring system that can simulate NDT works is suggested to solve the above problem based on reasonable condition. The tutoring system shows basic theories of nondestructive testing in a book-style with video images and hyper-links, and it offers practices, in which users can simulate the testing equipment. The book-style and simulation practices provide effective and individual environments for learning nondestructive testing

  1. An Intelligent Tutoring System for Nondestructive Testing Training

    International Nuclear Information System (INIS)

    Kim, J. K.; Koh, S. N.; Kim, M. K.; Shim, Y. J.

    1998-01-01

    This paper is written to introduce a multimedia tutoring system for nondestructive testing using personal computer. Nondestructive testing, one of the chief methods for inspecting welds and many other components, is very difficult for the NDT inspectors to understand its technical basis without a wide experience. And it is necessary for considerable repeated education and training for keeping their knowledge. The tutoring system that can simulate NDT works is suggested to solve the above problem based on reasonable condition. The tutoring system shows basic theories of nondestructive testing in a book-style with video images and hyper-links, and it offers practices, in which users can simulate the testing equipment. The book-style and simulation practices provide effective and individual environments for learning nondestructive testing

  2. The European Nuclear Safety Training and Tutoring Institute

    International Nuclear Information System (INIS)

    2012-01-01

    The European Nuclear Safety Training and Tutoring Institute, ENSTTI, is an initiative of European Technical Safety Organizations (TSO) in order to provide vocational training and tutoring in the methods and practices required to perform assessment in nuclear safety, nuclear security and radiation protection. ENSTTI calls on TSOs' expertise to maximize the transmission of safety and security knowledge, practical experience and culture. Training, tutoring and courses for specialists are achieved through practical lectures, working group and technical visits and lead to a certificate after knowledge testing. ENSTTI contributes to the harmonization of nuclear safety and security practices and to the networking of today and future nuclear safety experts in Europe and beyond. (A.C.)

  3. ¿Planifican los tutores la formación de sus residentes?: Investigación realizada en la especialidad de Medicina Familiar y Comunitaria Do tutors plan the formation of their residents?: A study realized in the specialty of Familiar and Community Medicine

    Directory of Open Access Journals (Sweden)

    Eduardo Romero-Sánchez

    2012-06-01

    Full Text Available Introducción. ¿Planifican los tutores la formación de sus residentes? Si es así, ¿cómo lo hacen?, ¿existen diferencias entre lo explicitado en los programas formativos de las distintas especialidades y lo que ocurre realmente en la práctica diaria?, ¿están formados los tutores para planificar su docencia desde el punto de vista pedagógico? Sujetos y métodos. Para dar respuesta a estos interrogantes se ha llevado a cabo un estudio exploratorio de corte descriptivo. En él se ha diseñado, validado y presentado un cuestionario que recoge la opinión contrastada tanto de tutores como de sus respectivos residentes. La población la componen el total de los médicos residentes R1 (promoción 2006-2010; n = 57 y R3 (promoción 2004-2007; n = 58 de Medicina Familiar y Comunitaria de la Región de Murcia, y el total de la población de sus respectivos tutores: tutores de R1 (n = 57 y tutores de R3 (n = 58. Han participado 26 centros de salud que gestionan las tres unidades docentes de la región. Los datos se han analizado mediante el programa SPSS v. 14.0. Resultados y conclusiones. Aunque en la actividad docente de los tutores está muy presente la espontaneidad y la improvisación, existen importantes elementos de programación que hay que saber extraer e identificar porque son propios de un contexto práctico de formación. Se reconoce una mayor satisfacción de los implicados cuando el proceso formativo está más planificado.Introduction. Do tutors plan the formation of their residents?; and if so, how do they do it?, are there any differences between the content of the training programs of the different specialties and what actually happens in daily practice?, are they trained to plain their teaching from a pedagogical point of view? Subjects and methods. To answer these questions we have developed an exploratory study-descriptive. It has been designed, validated and passed a questionnaire that reflects the views contrasted of tutors

  4. A Natural Language Intelligent Tutoring System for Training Pathologists - Implementation and Evaluation

    Science.gov (United States)

    El Saadawi, Gilan M.; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Castine, Melissa; Fine, Jeffrey; Gormley, Robert; Crowley, Rebecca S.

    2009-01-01

    Introduction We developed and evaluated a Natural Language Interface (NLI) for an Intelligent Tutoring System (ITS) in Diagnostic Pathology. The system teaches residents to examine pathologic slides and write accurate pathology reports while providing immediate feedback on errors they make in their slide review and diagnostic reports. Residents can ask for help at any point in the case, and will receive context-specific feedback. Research Questions We evaluated (1) the performance of our natural language system, (2) the effect of the system on learning (3) the effect of feedback timing on learning gains and (4) the effect of ReportTutor on performance to self-assessment correlations. Methods The study uses a crossover 2×2 factorial design. We recruited 20 subjects from 4 academic programs. Subjects were randomly assigned to one of the four conditions - two conditions for the immediate interface, and two for the delayed interface. An expert dermatopathologist created a reference standard and 2 board certified AP/CP pathology fellows manually coded the residents' assessment reports. Subjects were given the opportunity to self grade their performance and we used a survey to determine student response to both interfaces. Results Our results show a highly significant improvement in report writing after one tutoring session with 4-fold increase in the learning gains with both interfaces but no effect of feedback timing on performance gains. Residents who used the immediate feedback interface first experienced a feature learning gain that is correlated with the number of cases they viewed. There was no correlation between performance and self-assessment in either condition. PMID:17934789

  5. An adaptive signal-processing approach to online adaptive tutoring.

    Science.gov (United States)

    Bergeron, Bryan; Cline, Andrew

    2011-01-01

    Conventional intelligent or adaptive tutoring online systems rely on domain-specific models of learner behavior based on rules, deep domain knowledge, and other resource-intensive methods. We have developed and studied a domain-independent methodology of adaptive tutoring based on domain-independent signal-processing approaches that obviate the need for the construction of explicit expert and student models. A key advantage of our method over conventional approaches is a lower barrier to entry for educators who want to develop adaptive online learning materials.

  6. Where do people look when tutoring a robot?

    DEFF Research Database (Denmark)

    Lohan, Katrin Solveig; Fischer, Kerstin; Dondrup, Christian

    In this paper, we investigate the relationship between tutors' gaze behavior and particular kinds of linguistic behaviors. In particular, we describe how word classes are distributed over different gazing classes. For this, we collected data from human-robot interactions and used a classification......). The analysis shows that there are, for instance, more object related keywords when people are gazing at an object, and more personal pronouns when people are looking at the robot. Understanding the relationship between human tutors' linguistic and gazing behavior can facilitate bootstrapping the one capability...

  7. Module for adaptative teaching planning for a tutoring system

    OpenAIRE

    Ceyca Ceyca, Jorge Omar; Pazos Rangel, Rodolfo A.; Ruiz Vanoye, Jorge Alberto

    2007-01-01

    La enseñanza ha sido fortalecida con la aparición de las modernas tecnologías computacionales, que han permitido desarrollar la educación a distancia principalmente con el uso de la Internet, siendo los sistemas tutores una de las herramienta más beneficiadas e importantes para esté fin. Sin embargo, la adaptación de los sistemas tutores a las capacidades de los estudiantes es un punto que a penas está siendo explorado [1, 2], es por ello que dada la experiencia en el CENIDET para desarrollar...

  8. Are tutor-students capable of writing good biochemistry exams?

    OpenAIRE

    Alexandre B., Sé; Depto. Biologia Celular, UnB, Brasília, DF, 70910-900; Passos, Renato M.; Depto. Biologia Celular, UnB, Brasília, DF, 70910-900; Hermes-Lima, Marcelo; Depto. Biologia Celular, UnB, Brasília, DF, 70910-900

    2004-01-01

    In a previous article we described the relevance of student seminars for the learning process of appliedbiochemistry for medical and nutrition students (Hermes-Lima et al., Biochem. Mol.Biol.Educ. 30:30-34,2002). First semester students of a basic biochemistry course (BioBio) are divided in 10 groupsof 5 members, and each group is assigned to a specic topic (diabetes, cholesterol, etc) under thesupervision of a tutor-student. The tutors have already coursed BioBio and are currently undertakin...

  9. Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course.

    Science.gov (United States)

    Walser, J; Horneffer, A; Oechsner, W; Huber-Lang, M; Gerhardt-Szep, S; Boeckers, A

    2017-03-01

    Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program ("Train the Tutor": TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs' activities in the dissection course. NPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n=1868). NPTs spend 61% of their time dissecting by themselves or supervising the tutee's dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes. TtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course's progress. NPTs were concerned about their tutees' attitudes and may need more professional support within the TtT program regarding this. Copyright © 2016 Elsevier GmbH. All rights reserved.

  10. The effect of attending tutoring on course grades in Calculus I

    Science.gov (United States)

    Rickard, Brian; Mills, Melissa

    2018-04-01

    Tutoring centres are common in universities in the United States, but there are few published studies that statistically examine the effects of tutoring on student success. This study utilizes multiple regression analysis to model the effect of tutoring attendance on final course grades in Calculus I. Our model predicted that every three visits to the tutoring centre is correlated with an increase of a students' course grade by one per cent, after controlling for prior academic ability. We also found that for lower-achieving students, attending tutoring had a greater impact on final grades.

  11. Coca-Cola Valued Youth Program. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2009

    2009-01-01

    The Coca-Cola Valued Youth Program offers secondary school students who are considered at risk of dropping out the opportunity to serve as tutors in elementary schools. By having these at-risk students serve as tutors, the program aims to improve their basic academic skills and self-esteem, with the goal of keeping them enrolled in school. The…

  12. Literacy Learning in Saskatchewan: A Review of Adult Literacy Programs (1989). SIDRU Research Report No. 15.

    Science.gov (United States)

    Hindle, Judith K.

    This report focuses on a December 1988 to December 1989 evaluation of the structures, processes, and outcomes of 15 primarily volunteer tutor-based literacy programs. It addresses the effectiveness of the Saskatchewan Literacy Campaign in increasing tutor and learner enrollments in the programs. Chapter 1 provides background and definitions.…

  13. Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees' and tutors' perspectives.

    Science.gov (United States)

    Blohm, Mats; Krautter, Markus; Lauter, Jan; Huber, Julia; Weyrich, Peter; Herzog, Wolfgang; Jünger, Jana; Nikendei, Christoph

    2014-04-04

    Skills lab training has become a widespread tool in medical education, and nowadays, skills labs are ubiquitous among medical faculties across the world. An increasingly prevalent didactic approach in skills lab teaching is peer-assisted learning (PAL), which has been shown to be not only effective, but can be considered to be on a par with faculty staff-led training. The aim of the study is to determine whether voluntary preclinical skills teaching by peer tutors is a feasible method for preparing medical students for effective workplace learning in clerkships and to investigate both tutees' and tutors' attitudes towards such an intervention. A voluntary clerkship preparation skills course was designed and delivered. N = 135 pre-clinical medical students visited the training sessions. N = 10 tutors were trained as skills-lab peer tutors. Voluntary clerkship preparation skills courses as well as tutor training were evaluated by acceptance ratings and pre-post self-assessment ratings. Furthermore, qualitative analyses of skills lab tutors' attitudes towards the course were conducted following principles of grounded theory. Results show that a voluntary clerkship preparation skills course is in high demand, is highly accepted and leads to significant changes in self-assessment ratings. Regarding qualitative analysis of tutor statements, clerkship preparation skills courses were considered to be a helpful and necessary asset to preclinical medical education, which benefits from the tutors' own clerkship experiences and a high standardization of training. Tutor training is also highly accepted and regarded as an indispensable tool for peer tutors. Our study shows that the demand for voluntary competence-oriented clerkship preparation is high, and a peer tutor-led skills course as well as tutor training is well accepted. The focused didactic approach for tutor training is perceived to be effective in preparing tutors for their teaching activity in this context. A

  14. Collaboration and peer tutoring in chemistry laboratory education

    NARCIS (Netherlands)

    Ding, N.; Harskamp, E.G.

    2011-01-01

    The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized

  15. Interactive Tutoring in Blended Studies: Hindrances and Solutions

    Directory of Open Access Journals (Sweden)

    Asim Ismail Ilyas (Al-Titinchy

    2016-01-01

    Full Text Available This paper distinguishes between traditional teaching known as lecturing (the teacher centered approach; and tutoring (the contemporary technology-oriented interactive teaching/learning approach. It is based on the implementation of tutoring strategies of ‘blended studies’  at the Arab Open University. It investigates the application of modern interactive teaching/learning strategies, specifying some hindering factors in the AOU-Jordan Branch context. The factors include four variables: tutors, students, course material and assessment. The paper is based on qualitative research in terms of a real teaching/leaning context, using both observation and conversation with learners, besides the use of some quantitative data retrieved from a questionnaire in which learners’ views are sought regarding a number of relevant matters. A number of suggested solutions related to each of the hindering factors are presented, which if applied, may secure shifting the balance of the teaching/learning process to a more interactive technology-based tutoring level, which in turn will enhance learners’ opportunities for the attainment of better academic standards, and secure a higher degree of achievement of the shared educational goals of learners and the educational institution they study in.

  16. Emotion based Agent Architectures for Tutoring Systems : The INES Architecture

    NARCIS (Netherlands)

    Poel, Mannes; op den Akker, Rieks; Heylen, Dirk; Nijholt, Anton; Trappl, Robert

    2004-01-01

    In this paper we discuss our approach to integrate emotions in the agent based tutoring system INES (Intelligent Nursing Education System). First we discuss the INES system where we emphasize the emotional component of the system. Afterwards we show how a more advanced emotion generation

  17. The Nuances of Tutoring and Academic Performance of Undergraduate Students

    Science.gov (United States)

    Hetzel, Carole J.; Laskey, Marcia L.; Hardt-Schultz, Roberta F.

    2014-01-01

    The purpose of this study was to investigate the relationship between the length of a weekly tutoring session and student GPA for the first two semesters of college. The study was conducted at a private, midsize university in the Midwest. The sample consisted of 124 students admitted with academic stipulations to the university, meaning that…

  18. Examination of Pre-Service Teacher's Training through Tutoring Approach

    Science.gov (United States)

    Wu, Hsiao-ping; Guerra, Myriam Jimena

    2017-01-01

    Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers? skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on…

  19. Using the Community of Inquiry Framework to Scaffold Online Tutoring

    Science.gov (United States)

    Feng, Xiaoying; Xie, Jingjing; Liu, Yue

    2017-01-01

    Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the following two questions: (a) What scaffolding strategies…

  20. Applications of Bayesian decision theory to intelligent tutoring systems

    NARCIS (Netherlands)

    Vos, Hendrik J.

    1994-01-01

    Some applications of Bayesian decision theory to intelligent tutoring systems are considered. How the problem of adapting the appropriate amount of instruction to the changing nature of a student's capabilities during the learning process can be situated in the general framework of Bayesian decision

  1. ICT Integration Level of Mathematics Tutors of Colleges of Education ...

    African Journals Online (AJOL)

    ICT Integration Level of Mathematics Tutors of Colleges of Education in Ghana. ... International Journal of Pedagogy, Policy and ICT in Education ... The study used a developmental research design which is a disciplined inquiry conducted in the context of the development of a product or programme for the purpose of ...

  2. Perceptions of tutors in physiotherapy practical skills training

    African Journals Online (AJOL)

    Background. A near-peer tutorial system was introduced and implemented as part of a second-year module to assist physiotherapy students with the practising of manual techniques. Although not the primary drive for initiating this system, there are potential added benefits for the tutor reported in the literature. Objective.

  3. Virtual tutor systems for robot-assisted instruction

    Science.gov (United States)

    Zhao, Zhijing; Zhao, Deyu; Zhang, Zizhen; Wei, Yongji; Qi, Bingchen; Okawa, Yoshikuni

    2004-03-01

    Virtual Reality technology belongs to advanced computer technology, it has been applied in instruction field and gains obvious effect. At the same time, robot assisted instruction comes true with the continuous development of Robot technology and artificial intelligence technology. This paper introduces a virtual tutor system for robot assisted instruction.

  4. An Intelligent Computer-Based System for Sign Language Tutoring

    Science.gov (United States)

    Ritchings, Tim; Khadragi, Ahmed; Saeb, Magdy

    2012-01-01

    A computer-based system for sign language tutoring has been developed using a low-cost data glove and a software application that processes the movement signals for signs in real-time and uses Pattern Matching techniques to decide if a trainee has closely replicated a teacher's recorded movements. The data glove provides 17 movement signals from…

  5. The experiences of remaining nurse tutors during the transformation ...

    African Journals Online (AJOL)

    The transformation of public services and education in South Africa is part of the political and socioeconomic transition to democracy. Changes are occurring in every fi eld, including that of the health services. A qualitative study was undertaken to investigate the experiences of the remaining nurse tutors at a school of ...

  6. Outsiders Looking In: Tutor Expertise in Engineering Writing

    Science.gov (United States)

    Bengesai, Annah

    2015-01-01

    Drawing on an academic literacies approach, this article explores the representations of technical communication by non-content expert tutors teaching the Technical Communication for Engineering course at a South African university. The course is offered to all first year engineering students as a developmental academic literacy course. It is…

  7. Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools

    Science.gov (United States)

    Olsen, Jennifer K.; Belenky, Daniel M.; Aleven, Vincent; Rummel, Nikol

    2013-01-01

    Collaborative and individual instruction may support different types of knowledge. Optimal instruction for a subject domain may therefore need to combine these two modes of instruction. There has not been much research, however, on combining individual and collaborative learning with Intelligent Tutoring Systems (ITSs). A first step is to expand…

  8. Peer tutoring – assisted instruction, parent supportiveness and ...

    African Journals Online (AJOL)

    The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six ...

  9. The Challenges of Becoming Tutors at Electronic Environments

    Directory of Open Access Journals (Sweden)

    María Eugenia López Hurtado

    2014-07-01

    Full Text Available This paper presents a research report of my own experience as a tutor in electronic environments which I have accumulated throughout the guidance for English learners of basic level at a public university. This article looks for illustrating the researcher's own perceptions and challenges as becoming an e-tutor. Therefore, I will introduce an overview of studies and experiences that address this issue in international contexts, and then I will refer to my own experience where I describe the roles that emerged while I was administrating and delivering e- learning pedagogical experiences such as an exploration of some skills and learning activities carried out in an English course; this description embraces three different stages (before, during and after of implementation. Subsequently, some discussion of the results is provided gathered from the research instruments I used. Finally, some conclusions and suggestions are provided in regards to the research question of the study, its outcomes on how tutors' challenges shape tutor's roles in electronic environments.

  10. A Novel Configuration of Feedback's Electric Machine Tutor (EMT ...

    African Journals Online (AJOL)

    This paper reports a successful adaptation of a laboratory teaching machine - Electrical Machine Tutor (EMT) model 180 as an asynchronous composite polyphase electric motor without rotor conductors. The device comprises two such identical machines without rotor conductors, all the conductors being on the stator side, ...

  11. The Franchising of Private Tutoring: A View from Canada

    Science.gov (United States)

    Davies, Scott; Aurini, Janice

    2006-01-01

    Private tutoring is a growing industry that is being transformed by an evolution from "shadow education" provision into "learning center" franchises. Traditional shadow educators closely follow the school curriculum, offering short-term homework help and test preparation. Learning centers develop their own curricular and…

  12. Problem based learning: tutors' views 5 years after implementation ...

    African Journals Online (AJOL)

    PBL as an appropriate strategy for achieving skills in problem identification, and problem- solving through team work and appropriate use of resources. The other questions were about tutor involvement in providing administrative feed- back (to student learning). In sum- mary there were five questions about student effects,.

  13. Tutor Trust Primary: Evaluation Report and Executive Summary

    Science.gov (United States)

    Buchanan, Emily; Worth, Jack; Aston, Helen

    2015-01-01

    The Tutor Trust is a Manchester-based charity that aims to provide affordable small group and one to one tuition to schools. The Trust recruits university students and recent graduates, which enables it to provide tuition at a competitive rate. It predominantly aims to support schools in challenging communities and pupils who are looked-after or…

  14. What’s about Peer Tutoring Learning Model?

    Science.gov (United States)

    Muthma'innah, M.

    2017-09-01

    Mathematics learning outcomes in Indonesia in general is still far from satisfactory. One effort that could be expected to solve the problem is to apply the model of peer tutoring learning in mathematics. This study aims to determine whether the results of students’ mathematics learning can be enhanced through peer tutoring learning models. This type of research is the study of literature, so that the method used is to summarize and analyze the results of relevant research that has been done. Peer tutoring learning model is a model of learning in which students learn in small groups that are grouped with different ability levels, all group members to work together and help each other to understand the material. By paying attention to the syntax of the learning, then learning will be invaluable peer tutoring for students who served as teachers and students are taught. In mathematics, the implementation of this learning model can make students understand each other mathematical concepts and help students in solving mathematical problems that are poorly understood, due to the interaction between students in learning. Then it will be able to improve learning outcomes in mathematics. The impact, it can be applied in mathematics learning.

  15. Mentoring and Tutoring Your Students through Self-Assessment

    Science.gov (United States)

    McDonald, Betty

    2013-01-01

    This paper describes practical procedures in mentoring/tutoring students through self-assessment (SA) to establish and maintain partnership in learning. High school teachers ("n"?=?10) allow their students ("N"?=?515: 359 males) to engage in activities that help them identify standards and/or criteria to apply to their work and…

  16. Widening the Knowledge Acquisition Bottleneck for Constraint-Based Tutors

    Science.gov (United States)

    Suraweera, Pramuditha; Mitrovic, Antonija; Martin, Brent

    2010-01-01

    Intelligent Tutoring Systems (ITS) are effective tools for education. However, developing them is a labour-intensive and time-consuming process. A major share of the effort is devoted to acquiring the domain knowledge that underlies the system's intelligence. The goal of this research is to reduce this knowledge acquisition bottleneck and better…

  17. Optimizing Knowledge Sharing in Learning Networks through Peer Tutoring

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Kester, Liesbeth; Sloep, Peter

    2009-01-01

    Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2009). Optimizing Knowledge Sharing in Learning Networks through Peer Tutoring. Presentation at the IADIS international conference on Cognition and Exploratory in Digital Age (CELDA 2009). November, 20-22, 2009, Rome, Italy.

  18. Optimizing Knowledge Sharing In Learning Networks Through Peer Tutoring

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Kester, Liesbeth; Sloep, Peter

    2009-01-01

    Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Optimizing Knowledge Sharing In Learning Networks Through Peer Tutoring. In D. Kinshuk, J. Sampson, J. Spector, P. Isaías, P. Barbosa & D. Ifenthaler (Eds.). Proceedings of IADIS International Conference Cognition and Exploratory Learning

  19. Emotion based Agent Architectures for Tutoring Systems: The INES Architecture

    NARCIS (Netherlands)

    Poel, Mannes; op den Akker, Hendrikus J.A.; Heylen, Dirk K.J.; Nijholt, Antinus; Trappl, R.

    2004-01-01

    In this paper we discuss our approach to integrate emotions in the agent based tutoring system INES (Intelligent Nursing Education System). First we discuss the INES system where we emphasize the emotional component of the system. Afterwards we show how a more advanced emotion generation

  20. Does tutor subject-matter expertise influence student achievement in ...

    African Journals Online (AJOL)

    Objective. To establish whether or not tutor subject-matter expertise influences student achievement in content-based examinations in the problem-based learning (PBL) curriculum at the University of Transkei (UNITRA) Medical School. Design. A retrospective study of MB ChB III student achievement in end-of-block ...