Tutoring Solutions for No Child Left Behind: Research, Practice, and Policy Implications

Gordon, Edward E.; Morgan, Ronald R.; Ponticell, Judith A.; O'Malley, Charles J.

doi:10.1177/019263650408863805

Cited by 14 publications

(7 citation statements)

References 8 publications

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“…School-age struggling learners can benefit from tutoring (Wasik & Slavin, 1993;Elbaum & Vaughn, 2000;Vaughn, et al, 2003;Gordon, et al, 2004). Hock, et al (2001) found that tutoring improved the quiz and test scores of junior high students with learning disabilities and students at-risk for failing two or more academic classes; through tutoring, these students successfully learned to use learning strategies.…”

mentioning

confidence: 99%

Increasing struggling learners’ self‐efficacy: what tutors can do and say

Margolis

2005

Mentoring & Tutoring: Partnership in Learning

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mentioning

confidence: 99%

Increasing struggling learners’ self‐efficacy: what tutors can do and say

Margolis

2005

Mentoring & Tutoring: Partnership in Learning

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“…An overview of the research on tutoring highlights a number of specific practices that appear to increase the quality of tutoring programs and improve the chances of achieving positive impacts for students. Based on the available research, Gordon (Gordon et al, 2004;Gordon, 2009) has developed key best practice strategies for tutoring programs:…”

Section: Considerations Regarding Tutoring and Training In Higher Edumentioning

confidence: 99%

Professional Development in training and Tutoring Have I really gained experience and skill through training and tutoring sessions? Case of: a special third year student, language sciences and didactics (SLD), Department of English, University of Bejaia

Maouche-Ketfi¹

2020

Int J Innov Educ Res

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Practitioner engagement is not an easy task in teaching in higher education. In fact, there is much evidence now to propose a strong relationship between active engagement and the quality of the teaching experience. But what exactly do we mean by ‘engagement’? For many it simply refers to assisting students to connect with the subject material in a way that generates interest, enjoyment and interaction. Generating active participation is particularly important in tutorials or small group teaching, where tutorials ‘by design’, are intended to provide students a different kind of learning experience than the lecture. It is also through active engagement that both, teachers and students take greater ownership for their teaching craft and learning process. This concept assists in the development of an overall design or structure to support such engagement and active participation. The more organized and clear the teachers and students are, the more likely it is that they will get the desired and target results. In addition to this, active engagement of teachers should be reinforced by a reflective practice which is an active process too of attending to their own experience of teaching in order to explore it in some depth. It is in fact a ‘dialogue of thinking and doing through which teachers become more skilled. This process develops by thinking critically and deeply about what teachers are doing in order that they may transform that experience and reapply it in new contexts. In many respects, Professional Development in training and tutoring has been designed to motivate reflection on one’s teaching practice and mostly where teachers have an opportunity to see others in practice. The article’s results have been derived from the interpretation of the data collected through designing an interview addressed to the only special student of the department and show the researcher’s experience as a teacher and an administrator with Abdenour, this is how I like to call him, a blind student, but his determination and willingness to succeed in his higher studies made of him a remarkable young man. Special tutoring and training sessions have been designed to enable him fully integrate the learning community. Therefore, this article has been directed to focalize on the pedagogical decisions based on implementing and considering the training and tutoring sessions as a necessity to develop first the teaching craft and then help, advise and guide our students towards more success in their studies. Is not it mentioned in the official document (Journal officiel de la République Algérienne N°23 du 4 Mai, 2008 ; articles 33,34, 35, …) « to receive the students 3 hours/week to advise and orient them »?

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“…(a) tutors must receive training instructional (teaching) strategies; (b) a tutoring programme should be specifically tailored for each students' needs by making use of a developmental template; (c) the students' progress should be tracked by the tutor to adjust the strategies and for the improvement of tutoring sessions; (d) tutors need to work in collaboration with the students' lecturers to improve effectiveness; and (e) principles of learning should guide tutoring programmes (Gordon, 2009;Gordon et al, 2004).…”

Section: Developing Tutorials and Tutors As A Response To Student Dismentioning

confidence: 99%

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

Duran

2017

JSAA

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Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term 'student engagement' has been felt throughout the higher education landscape. This is especially true for South African higher education where student success has been poor. South African universities have been tasked to improve the student learning experience as a component of improving success. Some of the innovative teaching and learning practices often highlighted by research which are thought to improve student engagement include: having students adopt teaching roles such as peer assessment, tutoring and mentoring. These practices are thought to promote student engagement, leading to greater student academic success. Tutoring can therefore be seen as one of the key strategies to facilitate student engagement in order to achieve academic success. The following paper considers the role of tutoring in student engagement while reflecting on strategies used at a South African university to address the challenges associated with student success.

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Tutoring Solutions for No Child Left Behind: Research, Practice, and Policy Implications

Cited by 14 publications

References 8 publications

Increasing struggling learners’ self‐efficacy: what tutors can do and say

Increasing struggling learners’ self‐efficacy: what tutors can do and say

Professional Development in training and Tutoring Have I really gained experience and skill through training and tutoring sessions? Case of: a special third year student, language sciences and didactics (SLD), Department of English, University of Bejaia

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

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