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Sample records for after-school tutoring program

  1. After-School Programs.

    ERIC Educational Resources Information Center

    Lumsden, Linda

    2003-01-01

    Results of research and evaluation efforts are just beginning to shed some light on how to create and maintain high-quality after-school programs. This research roundup reviews five documents that touch upon a range of issues related to the developing field of after-school programming. "Getting School-Based After-School Programming Off the Ground"…

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

    ERIC Educational Resources Information Center

    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…

  3. Beyond Tutoring: After-School Literacy Instruction

    ERIC Educational Resources Information Center

    Saddler, Bruce; Staulters, Merry

    2008-01-01

    One of the greatest challenges facing teachers is accommodating struggling, diverse, and at-risk readers. Even with the use of effective, research-based techniques, many children fail to make adequate progress in reading and may need additional assistance. One way to provide this assistance is through tutoring. This article outlines a successful…

  4. After-School Tutoring for Reading Achievement and Urban Middle School Students

    ERIC Educational Resources Information Center

    Nelson-Royes, Andrea M.; Reglin, Gary L.

    2011-01-01

    This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to…

  5. Teacher Candidates Learning from English Learners: Constructing Concepts of Language and Culture in Tuesday's Tutors After-School Program

    ERIC Educational Resources Information Center

    Fitts, Shanan; Gross, Lisa A.

    2012-01-01

    In teacher preparation programs across the United States, early field experiences are considered to be an effective method of providing teacher candidates with opportunities to observe and interact with children (National Council for Accreditation for Teacher Education (NCATE, 2010). These practicum arrangements assist candidates in developing…

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

    ERIC Educational Resources Information Center

    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…

  7. Improving Participation in After-School Programs

    ERIC Educational Resources Information Center

    Walker, Karen E.; Arbreton, Amy J. A.

    2005-01-01

    After-school programs attempt to provide safe havens that keep youth off the streets and offer them a variety of opportunities to enhance their experiences and skills, including educational outcomes such as grades. What the programs actually accomplish has been somewhat different. Major evaluations of after-school programs have shown that they do…

  8. The Impact of an After-School Intervention Program on Academic Achievement among Middle School Students

    ERIC Educational Resources Information Center

    Sebastian, JoAnn

    2013-01-01

    The United States Department of Education (2005) cited that during 2005-2006 academic school year an estimated 2 million students across the nation were eligible to receive after-school services. The after-school tutoring program is one of the most effective instructional strategies to assist low-performing students to meet criteria mandated by…

  9. After-School Programs and Academic Impact: A Study of Chicago's After School Matters

    ERIC Educational Resources Information Center

    Goerge, Robert; Cusick, Gretchen R.; Wasserman, Miriam; Gladden, Matthew

    2007-01-01

    After-school programs for adolescents may be a way to promote positive youth development, and thus, it is important to understand what impact after-school programs can have on the educational achievement of high school students. Chicago's After School Matters (ASM) program offers an exceptional opportunity to study whether an after-school program…

  10. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  11. Supporting African Refugees in Greater Western Sydney: A Critical Ethnography of After-School Homework Tutoring Centres

    ERIC Educational Resources Information Center

    Naidoo, Loshini

    2008-01-01

    This paper discusses the Refugee Action Support Partnership Project between the University of Western Sydney, The Australian Literacy and Numeracy Foundation and the NSW-Department of Education and Training (DET). The critical ethnographic method is used to evaluate the after-school homework tutoring centres as a vehicle of literacy development…

  12. Developing Social Inclusion through After-School Homework Tutoring: A Study of African Refugee Students in Greater Western Sydney

    ERIC Educational Resources Information Center

    Naidoo, Loshini

    2009-01-01

    Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after-school homework tutoring programme that uses University of Western Sydney…

  13. The Growth in After-School Programs and Their Impact.

    ERIC Educational Resources Information Center

    Hollister, Robinson G.

    This paper reviews literature on the growth in after-school programs, reasons for their growth, and what these programs hope to accomplish It also addresses what is known about what works, program costs, and implications for policy. Overall, the forces behind increased funding and activity in after-school programs could be characterized in two…

  14. How the Arts Can Enhance After-School Programs.

    ERIC Educational Resources Information Center

    Otterbourg, Susan D.

    To help communities meet the need for after-school programs, the U.S. Department of Education has instituted the 21st Century Community Learning Centers program, which supports after-school, summer, and weekend activities in neighborhood schools. This report provides an introduction to the role of the arts in those programs. Part 1 of the report…

  15. School-Age Ideas and Activities for After School Programs.

    ERIC Educational Resources Information Center

    Haas-Foletta, Karen; Cogley, Michele

    This guide describes activities for school-age children in after-school day care programs. These activities may also be used in other settings. An introductory section discusses program philosophy, room arrangement, multicultural curriculum, program scheduling, summer programs and holiday care, field trips and special programs, age grouping,…

  16. After-School Programs: Keeping Children Safe and Smart.

    ERIC Educational Resources Information Center

    Chung, An-Me

    This guide provides information on the benefits of afterschool programs and the qualities of good after school programs. Afterschool programs reduce the risk of juvenile delinquency, substance use, and violent crime victimization. Children involved in quality programs decrease their chances of dropping out, earn higher grades, and develop better…

  17. An Evaluation of Urban Compass After-School Program

    ERIC Educational Resources Information Center

    Kolberg, Todd Michael

    2013-01-01

    This study uses an existing evaluation model and previously established measurement tools to evaluate the quality and success of Urban Compass, a private non-profit after-school program for elementary school children in the Watts district of Los Angeles. This evaluation had two major objectives. The first objective was to assess program quality by…

  18. Structure and Deviancy Training in After-School Programs

    ERIC Educational Resources Information Center

    Rorie, Melissa; Gottfredson, Denise C.; Cross, Amanda; Wilson, Denise; Connell, Nadine M.

    2011-01-01

    Evidence regarding the effectiveness of after-school programs (ASPs) for reducing problem behaviors is mixed. Unstructured ASPs may increase antisocial behavior by increasing "deviancy training" opportunities, when peers reinforce deviant attitudes and behaviors. This research analyses approximately 3000 five-minute intervals from 398 observations…

  19. Astronomy After-School Programs: Effective Pathways to Success

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, A.; Porro, I.

    2008-06-01

    We discuss our experiences with developing and implementing two astronomy after-school programs. Afterschool Universe, formerly called the Beyond Einstein Explorers' Program, is targeted at middle school students and the Youth Astronomy Apprenticeship is directed at high school students. For the benefit of those readers interested in developing their own astronomy OST program, we summarize here how to get started, implementation challenges and lessons learned.

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

    ERIC Educational Resources Information Center

    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…

  1. After-school programs for health promotion in rural communities: Ashe County Middle School 4-H After-School Program.

    PubMed

    Edwards, Michael B; Miller, Jennifer L; Blackburn, Linda

    2011-01-01

    Rural youth have a higher risk for lower health and developmental outcomes, often facing numerous constraints (eg, poor socioeconomic conditions, lower levels of social support, fewer recreational programs and facilities, and inadequate transportation). After-school programs have the potential to effectively deliver health-promoting activities but often face significant challenges in these areas. Ashe County is a rural community in the Appalachian region of North Carolina. Ashe County is economically depressed and its youth population has many poor health and developmental indicators. However, with more than 20 years of sustained activity, one important community resource trying to address disparities in youth health and development is the Ashe County 4-H After-School Program. To successfully overcome inherent challenges, the program has positioned itself as essential to community development, supported and retained qualified personnel, and cultivated a network of key partners to continue its efforts to provide essential youth programs for this rural community. PMID:21464690

  2. Visual Tutoring System for Programming Multiprocessor Networks.

    ERIC Educational Resources Information Center

    Trichina, Elena

    1996-01-01

    Describes a visual tutoring system for programming distributive-memory multiprocessor networks. Highlights include difficulties of parallel programming, and three instructional modes in the system, including a hypertext-like lecture, a question-answer mode, and an expert aid mode. (Author/LRW)

  3. The Association between Socio-Ecological Factors and Having an After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Van Acker, Ragnar; De Bourdeaudhuij, Ilse; De Martelaer, Kristine; Seghers, Jan; De Cocker, Katrien; Cardon, Greet

    2012-01-01

    Background: After-school physical activity (PA) programs promote PA among youth. Few studies have used socio-ecological health models to identify barriers and facilitators of after-school PA programs. This study examined which socio-ecological factors are associated with having an after-school PA program. Methods: A questionnaire was administered…

  4. A Successful Peer Tutor Program to Improve Retention.

    ERIC Educational Resources Information Center

    Starks, Gretchen

    The purpose of a peer tutoring program is to assist those students who require ongoing and formal instruction in a subject area. If effectively run, it can have an impact on retention. There are five areas that need to be addressed when initiating a peer tutor program: (1) organization and funding; (2) supervision; (3) tutor training; (4) tutor…

  5. Peer Tutoring Programs in Health Professions Schools

    PubMed Central

    Garavalia, Linda

    2006-01-01

    Objective 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. Methods 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. Results 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. Implications 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. PMID:17136190

  6. Two Worlds of Private Tutoring: The Prevalence and Causes of After-School Mathematics Tutoring in Korea and the United States

    ERIC Educational Resources Information Center

    Lee, Jaekyung

    2007-01-01

    Background/Context: Although prior research shows that the nature and extent of private tutoring practices vary significantly from country to country, differences between Eastern and Western countries in terms of their cultural and institutional aspects of private tutoring choice have not been closely examined. We need to bridge the gap by…

  7. A Peer Mentor Tutor Program in Physics

    NASA Astrophysics Data System (ADS)

    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.

  8. Making Play Work: The Promise of After-School Programs for Low-Income Children.

    ERIC Educational Resources Information Center

    Halpern, Robert

    Noting that after-school programs are becoming an important developmental support for low- and moderate-income families and their children, this book describes the historical development of these programs, their current status, and critical issues facing after-school programs. Divided into historical eras, the book examines: (1) the evolution of…

  9. After-School Program Engagement: Links to Child Competence and Program Quality and Content

    ERIC Educational Resources Information Center

    Mahoney, Joseph L; Parente, Maria E.; Lord, Heather

    2007-01-01

    This 2-year study assessed program-level differences in after-school program (ASP) engagement in relation to child competencies (effectance motivation, social competence, school grades) and program quality and content. Participants were 141 children (M age = 8.4 years) who attended 9 ASPs in an urban, disadvantaged city in the United States.…

  10. A Tutor Handbook for TRIO Programs. Operation Success.

    ERIC Educational Resources Information Center

    de Silva, Deema; Freund, Elizabeth

    This handbook for tutors participating in the federally funded Operation Success Special Services Program, one of the college level TRIO programs designed to aid students from disadvantaged backgrounds, was compiled with the cooperation of tutors at the Wichita State University. The first section describes the needs of the students being tutored…

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

    ERIC Educational Resources Information Center

    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. Cross-Age Tutoring and the Reading Together Program

    ERIC Educational Resources Information Center

    Hattie, John

    2006-01-01

    This article presents three related evaluation studies looking at the effectiveness on achievement and motivation of Reading Together, a cross-age peer-tutoring reading program. The effects on tutees, tutors, teachers, and parents were monitored. The advantages of Reading Together began to accrue during the second and third phases of the program.…

  13. Evaluation of Children's After-School Programs in Taiwan: FAHP Approach

    ERIC Educational Resources Information Center

    Lee, Amy H. I.; Yang, Chih-Neng; Lin, Chun-Yu

    2012-01-01

    The need of after-school programs has become urgent for school-age children in many industrialized countries due to social structure changes. This research develops a hierarchical framework to evaluate after-school programs from two distinct aspects--service quality from parents' perspectives and marketing strategy from operators'…

  14. After-School All-Stars: Providing Structured Health and Physical Activity Programs in Urban Environments

    ERIC Educational Resources Information Center

    Thompson, Walter R.

    2009-01-01

    Physical education time has been reduced or even eliminated in middle and high schools in favor of more time for standardized test preparation, especially in urban schools and inner cities. One way to replace the time lost is by providing it after school as part of a comprehensive program. After-School All-Stars (ASAS) is such a program, networked…

  15. After-School Programs: A Potential Partner to Support Urban Youth

    ERIC Educational Resources Information Center

    Evans, Ashley; Leung, Brian P.

    2012-01-01

    After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…

  16. Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders.

    ERIC Educational Resources Information Center

    Grossman, Jean Baldwin; Walker, Karen; Raley, Rebecca

    This report describes program realities that policymakers must consider when shaping after-school initiatives in impoverished neighborhoods. Information comes from the multi-year evaluation of the Extended-Service Schools Adaptation Initiative, which is examining 60 after-school programs in 17 cities nationwide. Each initiative is adapting one of…

  17. Beyond the Bell: A Toolkit for Creating Effective After-School Programs.

    ERIC Educational Resources Information Center

    Walter, Katie E.; Caplan, Judith G.; McElvain, Carol K.

    After-school programs provide an important educational setting for an increasing number of children and have been viewed as a way to help solve school problems, reduce drug use, and prevent violence and youth crime. This toolkit is designed to help school-based after-school program staff plan and make decisions in six critical areas: (1)…

  18. The Laser Academy: An After-School Program to Promote Interest in Technology Careers

    ERIC Educational Resources Information Center

    Bieber, Amy E.; Marchese, Paul; Engelberg, Don

    2005-01-01

    We present a review of an after-school program that has been running at Queensborough Community College of the City University of New York for the past 5 years. The program is unique among after-school activities for high school students in several ways. First, it deliberately focuses on students who do not excel in science and math courses and…

  19. STEM Related After-School Program Activities and Associated Outcomes on Student Learning

    ERIC Educational Resources Information Center

    Sahin, Alpaslan; Ayar, Mehmet C.; Adiguzel, Tufan

    2014-01-01

    This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their…

  20. An Objective Assessment of Children's Physical Activity during the Keep It Moving! After-School Program

    ERIC Educational Resources Information Center

    Schuna, John M., Jr.; Lauersdorf, Rebekah L.; Behrens, Timothy K.; Liguori, Gary; Liebert, Mina L.

    2013-01-01

    Background: After-school programs may provide valuable opportunities for children to accumulate healthful physical activity (PA). This study assessed the PA of third-, fourth-, and ?fth-grade children in the Keep It Moving! (KIM) after-school PA program, which was implemented in an ethnically diverse and low socioeconomic status school district in…

  1. Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior

    ERIC Educational Resources Information Center

    Huang, Chaoqun; Gao, Zan; Hannon, James C.; Schultz, Barry; Newton, Maria; Jenson, William

    2012-01-01

    The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group.…

  2. Efectos academicos de programas extracurriculares (Academic Effects of After-School Programs). ERIC Digest.

    ERIC Educational Resources Information Center

    Shumow, Lee

    The current emphasis on performance standards and testing has led schools to look to the after-school hours as time that can be spent developing children's academic skills. This Spanish-language digest describes types of after-school programs and discusses recent research on who participates and the effects of participation on children's school…

  3. After-School Programs in Public Elementary Schools: First Look. NCES 2009-043

    ERIC Educational Resources Information Center

    Parsad, Basmat; Lewis, Laurie

    2009-01-01

    How school-age children spend their time after school is a topic of interest among educators, policymakers, researchers, and parents. Many parents choose to have their children attend after-school programs, which may provide services such as academic instruction, cultural enrichment, safe places to stay, and adult supervision for children. This…

  4. Palm Beach County's Prime Time Initiative: Improving the Quality of After-School Programs

    ERIC Educational Resources Information Center

    Spielberger, Julie; Lockaby, Tracey

    2008-01-01

    This report covers the third year of Chapin Hall's process evaluation of the Prime Time Initiative of Palm Beach County, Florida, a system-building effort to strengthen the quality of after-school programs in the county. During the past two decades, the after-school field has expanded enormously, partly in response to increasing concern about…

  5. Perceptions of Program Quality and Fidelity of an Arts-Based after School Program: A Process Evaluation

    ERIC Educational Resources Information Center

    Gay, Jennifer L.; Corwin, Sara

    2008-01-01

    Participation in after school programs is associated with increases in academic achievement and improved behavior in students at risk. Process evaluation data from participants and key stakeholders was used to gauge implementation, satisfaction, and program attendance of an after school arts program. Lack of scheduling flexibility resulted in low…

  6. Quality Child Care and After-School Programs: Powerful Weapons against Crime. A Report from "Fight Crime: Invest in Kids."

    ERIC Educational Resources Information Center

    Fight Crime: Invest in Kids, Washington, DC.

    This report examines the crime prevention potential of child care and after-school programs for at-risk children and youth. Part 1 of the report, "Assessing the Crime Prevention Impact of Child Care and After-School Programs," presents research information on the effectiveness of early childhood/parenting skills training and after-school programs…

  7. Effects of Participation in after-School Programs for Middle School Students: A Randomized Trial

    ERIC Educational Resources Information Center

    Gottfredson, Denise; Cross, Amanda Brown; Wilson, Denise; Rorie, Melissa; Connell, Nadine

    2010-01-01

    This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly…

  8. The Development of After-School Program Educators through University-Community Partnerships

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Levine, Mark D.; Hinga, Briana

    2010-01-01

    Participation in after-school programs (ASPs) "can" positively affect the development of young people. However, "whether" ASPs are beneficial depends on program quality. Although many factors influence the quality of a program, the competencies of adult staff who lead ASPs are a critical determinant. Unfortunately, ASP staff members often do not…

  9. After-School Programs for School-Age Children and Parents: A Review of the Research.

    ERIC Educational Resources Information Center

    Dunbar, Betty-Jo Armstrong

    Prompted by the lack of federal involvement in extended day programs for elementary school students in Chicago, this literature review presents background information on national after-school programs for school-age children. Discussed are the history of federal involvement in child care, current federal legislation and programs, the participation…

  10. After-School Toolkit: Tips, Techniques and Templates for Improving Program Quality

    ERIC Educational Resources Information Center

    Gutierrez, Nora; Bradshaw, Molly; Furano, Kathryn

    2008-01-01

    This toolkit offers program managers a hands-on guide for implementing quality programming in the after-school hours. The kit includes tools and techniques that increased the quality of literacy programming and helped improve student reading gains in the Communities Organizing Resources to Advance Learning (CORAL) initiative of The James Irvine…

  11. Una Guia Para Los Tutores del Programa de Alfabetizacion en Espanol (Guide for Spanish Literacy Program Tutors).

    ERIC Educational Resources Information Center

    Schildgen, Emilia G., Comp.

    Ideas and guidance for literacy program tutors are offered. This guide presents the characteristics of an adult learner, in contrast to a student from elementary or high school, and describes how the relationship between the tutor and the student should be established and maintained. Goals should be set up at the beginning of the program, keeping…

  12. Shared Features of High-Performing After-School Programs: A Follow-Up to the TASC Evaluation

    ERIC Educational Resources Information Center

    Birmingham, Jennifer; Pechman, Ellen M.; Russell, Christina A.; Mielke, Monica

    2005-01-01

    This study examined high-performing after-school projects funded by The After-School Corporation (TASC), to determine what characteristics, if any, these projects shared. Evaluators reanalyzed student performance data collected during the multi-year evaluation of the TASC initiative to identify projects where the after-school program was…

  13. Intelligent Tutor, Environment and Manual for Introductory Programming.

    ERIC Educational Resources Information Center

    Brusilovsky, P. L.

    1992-01-01

    Describes the integrated Intelligent Tutor, Environment and Manual for Introductory Programing (ITEM/IP), which supports a course on computer programing based on the minilanguage Turingal. Discussion covers system design, including design philosophy, system overview, concepts included and information structure, programing laboratory mode,…

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

    ERIC Educational Resources Information Center

    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…

  15. Incorporating Environmental Education into an Urban After-School Program in New York City

    ERIC Educational Resources Information Center

    Bruyere, Brett L.; Wesson, Mark; Teel, Tara

    2012-01-01

    This study examines the integration of environmental education (EE) into an after-school program in the Bronx borough of New York City. In this qualitative case study, focus group interviews were conducted to first determine parent and educator interest in and barriers to participation in nature programs and incorporation of EE into curriculum.…

  16. Principals and After-School Programs: A Survey of PreK-8 Principals.

    ERIC Educational Resources Information Center

    2001

    Changing dynamics of the American family is putting pressure on public schools to provide after-school programs (ASPs). These programs can help children learn positive social skills and receive help with academic subjects in safe, caring, and enjoyable environments. This report provides analysis of a survey of 800 public school principals that was…

  17. A Community-Based Volunteer After-School Activity Program Created for Middle School Students.

    ERIC Educational Resources Information Center

    Greaser, Thomas C., Jr.

    This practicum was designed to provide an after-school activity program to middle school students not engaged in interscholastic sports. Utilizing community volunteers, an enrichment-prevention program that featured 19 different activities in 2 class sessions per week over a 10-week period was developed and implemented. Activities included…

  18. STEM after school programming: The effect on student achievement and attitude

    NASA Astrophysics Data System (ADS)

    Ashford, Vanessa Dale

    Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

  19. Improving a Military Before and After School Program for Kindergarten Children through Staff Training.

    ERIC Educational Resources Information Center

    Smith, Susan L.

    Concerns about the quality of a before- and after-school program on an overseas military installation arose due to low staff morale, caregivers' lack of training and experience, and child behavior problems. This practicum project devised and implemented a 10-week training program to increase staff knowledge of developmentally appropriate practices…

  20. Parents' and Children's Perceptions of the Keep It Moving! After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Behrens, Timothy K.; Wegner, Rebekah L.; Miller, Daniel J.; Liebert, Mina L.; Smith, Jennifer Howard

    2015-01-01

    After-school PA programs have been used as an outlet to help children increase PA levels. To attract children and their parents, it is important to understand perceptions about programs. With child and parent input, researchers and practitioners will better be able to increase PA with activities the children enjoy and encourage increased PA. A…

  1. Quality After-School Programming and Its Relationship to Achievement-Related Behaviors and Academic Performance

    ERIC Educational Resources Information Center

    Grassi, Annemarie M.

    2012-01-01

    The purpose of this study is to understand the relationship between quality social support networks developed through high quality afterschool programming and achievement amongst middle school and high school aged youth. This study seeks to develop a deeper understanding of how quality after-school programs influence a youth's developmental…

  2. An After School Education Program on the Tohono O'odham Nation

    NASA Astrophysics Data System (ADS)

    Sparks, R. T.; Garmany, K.; Siquieros, J. M.; Austin, C. L.; Pompea, S. M.; Walker, C. E.

    2013-04-01

    The Education and Public Outreach Group (EPO) group of the National Optical Astronomy Observatory has started a partnership with Indian Oasis Baboquivari Unified School District (IOBUSD) on the Tohono O'odham Nation to participate in after school science education programs. IOBUSD has started an after school program for K-5 students as part of their state mandated school improvement program. The first semester has approximately 50 students in K-5 participating in the after school program from Monday through Thursday. Several organizations are working with IOBUSD to provide after school educational programs focusing on a variety of topics including study skills, art, nutrition, bullying, study skills and science. NOAO has been working primarily with the fourth and fifth grade students during the spring of 2012 once a week providing science programs in optics, dark skies and astronomy. We are currently planning to continue this partnership in the fall of 2012 when the school district is planning to invite more students to join the program. We will discuss many the challenges of working with a school district in a remote location as well as the activities we have been using with the students. We will also outline plans for future directions in the program.

  3. Community-Based Education and Social Capital in an Urban After-School Program

    ERIC Educational Resources Information Center

    Miller, Peter M.

    2012-01-01

    This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that…

  4. Experiences in After-School Programs and Children's Adjustment in First-Grade Classrooms.

    ERIC Educational Resources Information Center

    Pierce, Kim M.; Hamm, Jill V.; Vandell, Deborah Lowe

    1999-01-01

    Related children's experience in after-school programs to first grade performance. Found that staff positivity was associated with fewer boys' behavior problems, whereas staff negativity was related to boys' poorer reading/math grades. Program flexibility was associated with better boys' social skills. More frequent negative peer interactions in…

  5. Contributions of After School Programs to the Development of Fundamental Movement Skills in Children

    PubMed Central

    BURROWS, E. JEAN; KEATS, MELANIE R.; KOLEN, ANGELA M.

    2014-01-01

    Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today’s youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6–10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study (p=0.91, eta2=0.00) and the games-based program participants significantly improved their proficiency (p=0.00, eta2=0.30). No significant (p=0.13, eta2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS. PMID:27293501

  6. Improving Mandatory Tutoring: A Mixed-Methods Program Evaluation

    ERIC Educational Resources Information Center

    Baggett, Brooks

    2009-01-01

    In recent years, the local school leadership in a suburban southern U.S. high school adopted innovative academic intervention programs to assist underperforming students but did not develop formal methods to evaluate program effectiveness. This gap in the professional practice continued with the inception of mandatory tutoring (MT), an…

  7. Analysing Student Programs in the PHP Intelligent Tutoring System

    ERIC Educational Resources Information Center

    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…

  8. Effectiveness and Spillover of an After-School Health Promotion Program for Hispanic Elementary School Children

    PubMed Central

    Koehly, Laura; Pederson, Rockie; Morera, Osvaldo

    2011-01-01

    Objectives. We evaluated the effectiveness and spillover of an after-school health education and physical activity program among Hispanic elementary school children. Methods. In fall 2008, students in third through fifth grades in 6 schools in El Paso, Texas (n = 901), were randomized to intervention (n = 292 participants) or control (n = 354) classrooms (4 unknown). Intervention classrooms also contained a spillover group (n = 251) that did not join the after-school program but that completed measurements and surveys. The intervention was a 12-week culturally tailored after-school program meeting twice a week. Four-month outcomes were body mass index, aerobic capacity, and dietary intentions and knowledge. We calculated intervention exposure as the proportion of after-school participants per classroom. Results. Intervention exposure predicted lower body mass index (P = .045), higher aerobic capacity (P = .012), and greater intentions to eat healthy (P = .046) for the classroom at follow-up. Intervention effectiveness increased with increasing proportions of intervention participants in a classroom. Nonparticipants who had classroom contact with program participants experienced health improvements that could reduce their risk of obesity. Conclusions. Spillover of beneficial intervention effects to nonparticipants is a valuable public health benefit and should be part of program impact assessments. PMID:21852659

  9. Breaking Child Nutrition Barriers: Innovative Practices in Massachusetts School Breakfast, Summer Food, and After-School Snack Programs.

    ERIC Educational Resources Information Center

    Hall, Bryan

    Despite the importance of breakfast, summer, and after-school child nutrition programs, coverage in these programs in Massachusetts is low. This report describes the barriers facing the states School Breakfast, Summer Food Service, and After-School Snack Programs and suggests many innovative solutions and resources that program sponsors can use to…

  10. An Investigation of after School Supports: An After-School Program and Its Impact on African American Males Aged 5-13

    ERIC Educational Resources Information Center

    Brock, Leonard M.

    2009-01-01

    Evidence indicates that after-school programs are beneficial to children in the elementary school years, especially when they target more than just problem behaviors, but also focus on a wide range of positive developmental outcomes such as critical thinking, self-awareness and self-confidence (Catalano et al., 2002). The most effective programs…

  11. Charting the Benefits of High-Quality After-School Program Experiences: Evidence from New Research on Improving After-School Opportunities for Disadvantaged Youth

    ERIC Educational Resources Information Center

    Reisner, Elizabeth R.; Vandell, Deborah Lowe; Pechman, Ellen M.; Pierce, Kim M.; Brown, B. Bradford; Bolt, Daniel

    2007-01-01

    This document examines the policy implications of recent findings of the Promising Programs study, conducted by researchers at the University of California at Irvine, the University of Wisconsin at Madison, and Policy Studies Associates, Inc. Most efforts to improve after-school opportunities focus on strengthening the effectiveness of individual…

  12. Engaging Academically at Risk Primary School Students in an ICT Mediated after School Program

    ERIC Educational Resources Information Center

    Yong, Tay Lee; Ping, Lim Cher

    2008-01-01

    This case study documents how a group of 14 academically at risk Primary 5 students (11 year olds) were engaged in academic related tasks in an after school program mediated by a "3-D Multi-User Virtual Environment (MUVE)." Although there was no significant difference in the students' academic performance, they were found to be more engaged in the…

  13. Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California

    ERIC Educational Resources Information Center

    Pastor, Ana Maria Relano

    2008-01-01

    This article looks at the competing language ideologies that preschool children negotiate in "Mi Clase Magica" (MCM), a Spanish-English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and "tareas" (homework) activities. Data comes from…

  14. Fidelity in After-School Program Intervention Research: A Systematic Review

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

    2014-01-01

    Over the past 2 decades, the number of after-school programs (ASP) and the number of students attending ASPs has markedly increased. Although several reviews and meta-analyses have examined the outcomes of ASPs, ASP intervention study reviews have not specifically examined intervention fidelity. Establishing intervention fidelity is critically…

  15. Time Well Spent: Designing Dynamic and Profitable After-School Programs

    ERIC Educational Resources Information Center

    Neiva, Betsy MacIver; Pepe, Diane

    2012-01-01

    Dawn Walsh, who has worked with the after-school program at The Foote School (Connecticut) for over 20 years, has seen firsthand how dramatically childcare needs have changed. The Foote School is not the only independent school trying to determine how best to help meet families' complex childcare needs. According to a 2009 Bureau of Labor…

  16. Making the Match: Finding Funding for after School Education and Safety Programs

    ERIC Educational Resources Information Center

    Sandel, Kate; Hayes, Cheryl; Anuszkiewicz, Brittany; Cohen, Carol; Deich, Sharon

    2007-01-01

    This guide aims to help California leaders in schools, school districts, and community-based organizations meet the After School Education and Safety (ASES) Program matching requirement and secure funding. This guide is filled with practical information on how to attract and work with school and community partners; how to adopt a strategic…

  17. The Effects of After-School Program Participation on Mathematics Achievement: The Case of LA's BEST

    ERIC Educational Resources Information Center

    Chinen, Marjorie Harue

    2010-01-01

    This dissertation studies the short-term effects of attending an after-school program (i.e., LA's BEST) on student mathematic achievement. The effects of one, two and three years of participation are studied, as well as the extent to which the magnitude of these effects varies across grades in which participation occurs, and the extent to which…

  18. Blue Sky Below My Feet: Daycamp & After School Programs--9 to 11 Year Olds. Leader's Manual.

    ERIC Educational Resources Information Center

    California Univ., Berkeley. Cooperative Extension Service.

    This manual presents a 10-day lesson plan for day camp and after-school program leaders. The activities and experiments described in the manual focus on nutrition and space exploration. Topics covered by the lesson plan and specific projects include: (1) gravity; (2) food spoilage; (3) model rocket building and launching; (4) the basic food…

  19. Advantages of Gardening as a Form of Physical Activity in an After-School Program

    ERIC Educational Resources Information Center

    Phelps, Joshua; Hermann, Janice R.; Parker, Stephany P.; Denney, Barbara

    2010-01-01

    Children who normally abstain from physical activity may view gardening as a viable non-competitive alternative. The study reported here evaluated the effect of an Oklahoma Cooperative Extension Service after-school gardening program on self-reported physical activity level of children in 3rd through 5th grade using the ACTIVITY self-report…

  20. Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

    ERIC Educational Resources Information Center

    Metz, Rachel A.; Goldsmith, Julie; Arbreton, Amy J. A.

    2008-01-01

    Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunities such as high-quality after-school programs that could put them on a path to success. Funders, policymakers and…

  1. After-School Study Centers, New York City. Elementary Program in Compensatory Education 2.

    ERIC Educational Resources Information Center

    American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

    The curriculum in this after school program for low income Negro and Puerto Rican elementary school (grades 2-6) consisted primarily of remedial reading and arithmetic, library training, homework assistance, and a "Special Potential Development Service" providing music, art, and health education. The volunteer students were accepted because they…

  2. A Conceptual Model for Training After-School Program Staffers to Promote Physical Activity and Nutrition

    ERIC Educational Resources Information Center

    Weaver, Robert Glenn; Beets, Michael W.; Webster, Collin; Beighle, Aaron; Huberty, Jennifer

    2012-01-01

    Background: After-school programs (ASPs, 3 pm to 6 pm) have been called upon to increase the amount of daily physical activity children accumulate and improve the nutritional quality of the snacks served. To this end, state and national physical activity and nutrition (PAaN) policies have been proposed. Frontline staff who directly interact with…

  3. Facilitating Motivation in Young Adolescents: Effects of an After-School Program

    ERIC Educational Resources Information Center

    Grolnick, Wendy S.; Farkas, Melanie S.; Sohmer, Richard; Michaels, Sarah; Valsiner, Jaan

    2007-01-01

    This study examined the effects of a motivationally facilitative after-school program on 7th grade students' autonomous motivation, learning goals, school engagement, and performance in science class. Pairs of students were individually matched on sex, race/ethnicity, free lunch status, and science grades and each member was randomly assigned to…

  4. Whole Grains and Food Fun in an After-School Program

    ERIC Educational Resources Information Center

    Gilboy, Mary Beth

    2009-01-01

    Programs in community-based, after-school settings are ideal to teach children about healthy eating. Objectives: After completing this Whole Grains & Food Fun lesson, children will be able to: (1) list at least two benefits of eating more whole grains, (2) demonstrate skills involved in child-friendly, basic food preparation, and (3) choose a…

  5. After-School Programs for Early Adolescents: A Path for Building Resiliency.

    ERIC Educational Resources Information Center

    O'Connor, Susan

    2001-01-01

    Explores some of the approaches used in one after-school program operating in seven sites in Massachusetts to provide an environment and build individual traits that lead to resilience in early adolescents. Describes four categories of voluntary activity clubs: the arts, including drama, photography, and dance; practical skills, including cooking,…

  6. Community Partnership to Address Snack Quality and Cost in After-School Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Tilley, Falon; Turner-McGrievy, Gabrielle; Weaver, Robert G.; Jones, Sonya

    2014-01-01

    Background: Policies call on after-school programs (ASPs) to serve more nutritious snacks. A major barrier for improving snack quality is cost. This study describes the impact on snack quality and expenditures from a community partnership between ASPs and local grocery stores. Methods: Four large-scale ASPs (serving ~500 children, aged 6-12?years,…

  7. Fidelity in After-School Program Intervention Research: A Systematic Review

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

    2013-01-01

    Objective: This study examined whether and to what extent researchers addressed intervention fidelity in research of after-school programs serving at-risk students. Method: Systematic review procedures were used to search, retrieve, select, and analyze studies for this review. Fifty-five intervention studies were assessed on the following…

  8. After-School Program Implementation in Urban Environments: Increasing Engagement among Adolescent Youth

    ERIC Educational Resources Information Center

    Pelcher, Allison; Rajan, Sonali

    2016-01-01

    Background: After-school programs (ASPs) play a crucial role in supplementing the present school day. However, implementing ASPs in the urban environment and among adolescents (grades 6-12) poses unique challenges. The purpose of this study was to conduct a systematic literature review to identify evidence-based barriers and facilitators to…

  9. Implementation of an after-school obesity prevention program: helping young children toward improved health.

    PubMed

    Nabors, Laura; Burbage, Michelle; Woodson, Kenneth D; Swoboda, Christopher

    2015-03-01

    Obesity prevention programs that are delivered in after-school programs are needed as a focus on curriculum can make it difficult to include this health programming during the school day. The current study examined the implementation of 2 pilot programs in different after-school programs for young children. There were 36 children in the intervention groups and 18 children in comparison groups. Children learned about healthy eating and increasing involvement in physical activity. Lessons were based on the Traffic Light Diet. Results indicated improvement in children's reports of their eating habits. Activity levels improved in 1 school, but not in the other. Parents and children were satisfied with the program and children demonstrated good knowledge of the interventions to promote healthy eating. Future studies should include larger sample sizes and evaluation of the effectiveness of different components of the intervention. Nurses can play a key role in disseminating information and designing and leading after-school programs to improve child knowledge about healthy eating and exercise. Nursing students may also benefit from assisting with conducting these types of programs to improve their experience in health prevention programming. PMID:25365576

  10. "Show Me an Ounce of Respect": Respect and Authority in Adult-Youth Relationships in after-School Programs

    ERIC Educational Resources Information Center

    Deutsch, Nancy L.; Jones, Jeffrey N.

    2008-01-01

    Authority is an important component of adult-youth relations. Little work has been done exploring authority outside of families and classrooms. This article consolidates findings from two studies of urban after-school programs. The article examines youths' experiences of authority in after-school programs, compares those with their reports of…

  11. Voluntary After-School Alcohol and Drug Programs for Middle School Youth: If You Build It "Right", They Will Come

    ERIC Educational Resources Information Center

    D'Amico, Elizabeth J.; Green, Harold D., Jr.; Miles, Jeremy N. V.; Zhou, Annie J.; Tucker, Joan S.; Shih, Regina A.

    2012-01-01

    Few after-school programs target alcohol and other drug (AOD) use because it is difficult to encourage a diverse group of youth to voluntarily attend. The current study describes CHOICE, a voluntary after-school program which targeted AOD use among middle school students. Over 4,000 students across eight schools completed surveys and 15%…

  12. After-School Programs & the K-8 Principal: Standards for Quality School-Age Child Care. Revised Edition.

    ERIC Educational Resources Information Center

    National Association of Elementary School Principals, Reston, VA.

    This publication for principals about after-school programs provides practical assistance with guidelines for administration, resources for information, collaboration, and funding, along with evaluation checklists. Drawing increasing government attention, after-school programs are overwhelmingly popular with the public as a means to reduce…

  13. After-School Programs and Academics: Implications for Policy, Practice, and Research. Social Policy Report. Volume 22, Number 2

    ERIC Educational Resources Information Center

    Granger, Robert C.

    2008-01-01

    No Child Left Behind (NCLB), with its emphasis on standards-based accountability, has put educators under considerable pressure to improve student academic outcomes. Much of the funding for after-school programs comes from education budgets and is administered by state and local education agencies. Consequently, after-school programs are often…

  14. Tutor Training.

    ERIC Educational Resources Information Center

    Castro Valley Unified School District, CA.

    Presented are guidelines for developing a cross-age tutoring program in the elementary school. Program goals and expectations are said to include social and academic improvement, and increased self image of both tutors and younger children. Two models for cross-age tutoring are outlined, and the process of implementing the program is reviewed.…

  15. Globalization and science education in a community-based after-school program

    NASA Astrophysics Data System (ADS)

    Eisenhart, Margaret

    2008-04-01

    What are the effects of globalization and how are these manifested in local communities and in the learning of science there? These questions are unpacked within one local community in the United States, a place called "Uptown" where I examine the educational opportunities and pathways in science that are available for low-income Black American girls. The data comes from eight years of work both as an after-school science education program director and researcher in Uptown. The results suggest that globalization is taking hold, both in the social and economic circumstances of the community and in the everyday lives of the girls who live there. Further, there is possible evidence of globalization in the micro-dynamics of the after-school program. Yet opportunities for science education that could prepare the girls and their community for a globalizing world lag far behind.

  16. Direct Replication of a Cross-Age Tutoring Program Involving Handicapped Adolescents and Children.

    ERIC Educational Resources Information Center

    Mahler, Charles A.

    1986-01-01

    A cross-age tutoring program designed to improve school performance of tutors (adolescents classified as emotionally disturbed) and tutees (children classified as educable mentally retarded) was replicated in an urban public school district. Results showed that both tutors and tutees improved on academic and social measures of school performance.…

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

    ERIC Educational Resources Information Center

    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…

  18. Developing a Peer Tutor Training Program That Fits Your Local Needs.

    ERIC Educational Resources Information Center

    Gilberts, Guy H.

    Peer tutors can facilitate the inclusion of students with disabilities into regular education classrooms, especially in schools where money is not available for aides. The first steps in such a program are determining the best placements for students with disabilities and training the peer tutors. Training should cover expectations of peer tutors,…

  19. Evaluation of the 1979-80 Title-I Migrant Tutoring Program.

    ERIC Educational Resources Information Center

    Rincon, Ramon; Zepeda, R. A.

    Using Spanish and/or English according to each student's need, the Migrant Tutoring Program (MTP) provided 20 minutes of tutoring daily in oral language development, language arts, and reading to 238 migrant students (K-6) in 17 schools during the year. Questionnaires designed for principals, teachers, and tutors were used to obtain process…

  20. Strategies to Increase After-School Program Staff Skills to Promote Healthy Eating and Physical Activity.

    PubMed

    Weaver, R Glenn; Beets, Michael W; Beighle, Aaron; Webster, Collin; Huberty, Jennifer; Moore, Justin B

    2016-01-01

    Standards targeting children's healthy eating and physical activity (HEPA) in after-school programs call for staff to display or refrain from HEPA-promoting or -discouraging behaviors that are linked to children's HEPA. This study evaluated strategies to align staff behaviors with HEPA Standards. Staff at four after-school programs serving approximately 500 children participated in professional development training from January 2012 to May 2013. Site leaders also attended workshops and received technical support during the same time frame. Changes in staff behaviors were evaluated using the System for Observing Staff Promotion of Activity and Nutrition in a pre- (fall 2011) multiple-post (spring 2012, fall 2012, and spring 2013), no-control group study design. A total of 8,949 scans were completed across the four measurement periods. Of the 19 behaviors measured, 14 changed in the appropriate direction. For example, staff engaging in physical activity with children increased from 27% to 40% of scans and staff eating unhealthy foods decreased from 56% to 14% of days. Ongoing training and technical assistance can have a measureable impact on staff behaviors linked to child-level HEPA outcomes. Future research should explore the feasibility of disseminating ongoing trainings to after-school program staff on a large scale. PMID:26055462

  1. From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

    NASA Astrophysics Data System (ADS)

    Taylor, J.

    2013-12-01

    Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science

  2. Activities, engagement, and emotion in after-school programs (and elsewhere).

    PubMed

    Vandell, Deborah Lowe; Shernoff, David J; Pierce, Kim M; Bolt, Daniel M; Dadisman, Kimberly; Brown, B Bradford

    2005-01-01

    Experiences that are deeply engaging and enjoyable, engender full concentration, and present a balance between challenge and skill promote children's development. This chapter describes a study that sought to identify the kinds of settings and activities that foster engagement and, by extension, positive youth development. The after-school experiences of 191 ethnically diverse youth living in three states, some of whom participated in after-school programs and some of whom did not, were studied. Youth were equipped with logbooks and watches that were programmed to signal at random times. When signaled, youth recorded their location, social partners, activity, and feelings. The study found pervasive differences in the experiences at programs and elsewhere. Youth spent more time in academic and arts enrichment, organized sports and physical activities, community service, and homework at programs versus elsewhere, and they spent less time eating and watching TV at programs. They also reported higher levels of motivation, engagement, and positive affect at programs. At the same time, there were few differences in activities, emotions, effort, or motivation of program participants and nonparticipants when both groups were elsewhere. The similarities in these experiences while elsewhere suggest that the program context, not differences in youth characteristics or interests, was responsible for the feelings of engagement that were reported at programs. PMID:15943140

  3. When the School Bell Rings... Juvenile Crime or Constructive Time? After-School Programs Are the Answer.

    ERIC Educational Resources Information Center

    Carpenter, Tim; Cornelius, Aisha; Francis, Ann Potter; Parsons, Lena

    Noting that the after-school hours are peak hours for Illinois juveniles to be either victims of crime or involved in criminal activity, this report provides evidence that making quality after-school programs available to all youth who need them will reduce crime and provide constructive activities for youth. The report details statistics on…

  4. STEM after School: How to Design and Run Great Programs and Activities. A Guidebook for Program Leaders, Second Edition

    ERIC Educational Resources Information Center

    ExpandED Schools, 2014

    2014-01-01

    This guidebook was prepared by TASC (The After-School Corporation) and their Frontiers in Urban Science Education (FUSE) programs. FUSE is TASC's initiative to help more out-of-school-time programs and expanded learning time schools offer kids engaging, exciting and inspiring activities that promote science inquiry. The guidebook offers a a…

  5. The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls

    NASA Astrophysics Data System (ADS)

    Cupp, Garth Meichel

    An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings

  6. Automatic program debugging for intelligent tutoring systems

    SciTech Connect

    Murray, W.R.

    1986-01-01

    This thesis explores the process by which student programs can be automatically debugged in order to increase the instructional capabilities of these systems. This research presents a methodology and implementation for the diagnosis and correction of nontrivial recursive programs. In this approach, recursive programs are debugged by repairing induction proofs in the Boyer-Moore Logic. The potential of a program debugger to automatically debug widely varying novice programs in a nontrivial domain is proportional to its capabilities to reason about computational semantics. By increasing these reasoning capabilities a more powerful and robust system can result. This thesis supports these claims by examining related work in automated program debugging and by discussing the design, implementation, and evaluation of Talus, an automatic degugger for LISP programs. Talus relies on its abilities to reason about computational semantics to perform algorithm recognition, infer code teleology, and to automatically detect and correct nonsyntactic errors in student programs written in a restricted, but nontrivial, subset of LISP.

  7. Pedometers and aerobic capacity: evaluating an elementary after-school running program.

    PubMed

    Wanless, Elizabeth; Judge, Lawrence W; Dieringer, Shannon T; Bellar, David; Johnson, James; Plummer, Sheli

    2014-01-01

    Childhood obesity affects 1 of every 6 youth in the United States. One contributing factor to this statistic is a lack of physical activity (PA). Demands related to accountability which are placed on educators to demonstrate academic achievement often result in resistance to allocating time during the school day for PA. One possible solution is to consider utilizing time after school to integrate PA programs. The purpose of this study was to assess the impact of a 12-week after-school pedometer-focused PA program on aerobic capacity and to examine the relationship between step count and aerobic capacity in elementary school aged children. A group of elementary students (n = 24; 9.5 ± 0.9 years) participated in a 12-week pedometer-focused PA program that included pretraining and posttraining fitness testing via the 20-meter version of the PACER test. Paired sample t-tests revealed significant differences between the pretest (M = 21.0 laps, SD = 9.9) and posttest (M = 25.2 laps, SD = 12.2) scores (t = 4.04, P ≤ 0.001). A Pearson correlation revealed no significant relationship between individual step count and the difference between PACER pre- and posttest (r = 0.318, P = 0.130). The program improved aerobic capacity, but an increase in pedometer-calculated step count was not a predictor. PMID:24723803

  8. Identifying Sources of Children’s Consumption of Junk Food in Boston After-School Programs, April–May 2011

    PubMed Central

    Austin, S. Bryn; Cradock, Angie L.; Giles, Catherine M.; Lee, Rebekka M.; Davison, Kirsten K.; Gortmaker, Steven L.

    2014-01-01

    Introduction Little is known about how the nutrition environment in after-school settings may affect children’s dietary intake. We measured the nutritional quality of after-school snacks provided by programs participating in the National School Lunch Program or the Child and Adult Care Food Program and compared them with snacks brought from home or purchased elsewhere (nonprogram snacks). We quantified the effect of nonprogram snacks on the dietary intake of children who also received program-provided snacks during after-school time. Our study objective was to determine how different sources of snacks affect children’s snack consumption in after-school settings. Methods We recorded snacks served to and brought in by 298 children in 18 after-school programs in Boston, Massachusetts, on 5 program days in April and May 2011. We measured children’s snack consumption on 2 program days using a validated observation protocol. We then calculated within-child change-in-change models to estimate the effect of nonprogram snacks on children’s dietary intake after school. Results Nonprogram snacks contained more sugary beverages and candy than program-provided snacks. Having a nonprogram snack was associated with significantly higher consumption of total calories (+114.7 kcal, P < .001), sugar-sweetened beverages (+0.5 oz, P = .01), desserts (+0.3 servings, P < .001), and foods with added sugars (+0.5 servings; P < .001) during the snack period. Conclusion On days when children brought their own after-school snack, they consumed more salty and sugary foods and nearly twice as many calories than on days when they consumed only program-provided snacks. Policy strategies limiting nonprogram snacks or setting nutritional standards for them in after-school settings should be explored further as a way to promote child health. PMID:25412028

  9. Easier Said than Done: Intervention Sustainability in an Urban After-School Program

    PubMed Central

    Frazier, Stacy L.; Mehta, Tara; Atkins, Marc S.; Weisbach, Jessica

    2011-01-01

    Although sustainability is frequently described as a project goal in community-based programs, concentrated efforts to sustain interventions beyond the conclusion of research funding have only recently emerged as a focus of implementation research. The current paper describes a study of behavioral consultation to after-school program staff in low-SES, urban communities. Following consultation, staff use of four recommended tools and strategies was examined, emphasizing facilitators and barriers to sustainability. Results indicated high perceived utility and intention to use intervention components, but low sustainability at two follow-up time points within 1 year after the initial consultation concluded. Findings suggest that ongoing implementation support in community settings may be necessary to ensure the sustainability of interventions and meet the mental health needs of participating high-risk youth. PMID:21416160

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  12. A Study of Peer Tutor Training Programs: A League Report.

    ERIC Educational Resources Information Center

    Mohr, Ellen

    Designed to examine the nature and extent of peer tutoring and tutor training at community colleges, this report reviews the literature on the topic, describes a national study conducted by the League for Innovation in the Community College (LICC), and reports on a survey of the attitudes of peer tutors at Johnson County Community College (JCCC)…

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

    ERIC Educational Resources Information Center

    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…

  14. Green Youth of Russia, Kazakhstan and Ukraine: After-School Naturalist Programs in Post-Soviet Space

    ERIC Educational Resources Information Center

    Blinnikov, Mikhail S.; Lindsey, Jason Royce

    2010-01-01

    This paper compares the status of young naturalist after-school programs in three post-Soviet republics: Russia, Ukraine and Kazakhstan. In the past, the region's environmental teachers, leaders and activists have emerged from such youth programs. Thus, the health of these programs is a leading indicator for the long-term viability of broader…

  15. After-School for All? Exploring Access and Equity in After-School Programs. Out-of-School Time Policy Commentary #4

    ERIC Educational Resources Information Center

    Pittman, Karen; Wilson-Ahlstrom, Alicia; Yohalem, Nicole

    2003-01-01

    While significant progress has occurred over the past several years regarding the expansion of the quantity and quality of after-school opportunities, the ambitious idea of "after-school for all" remains a distant goal. In this commentary, we push beyond some of the numbers to take a close look at questions related to access and equity, in order…

  16. The Colorado MESA Program and CU-LASP: A Model for After School Program/Research Institution Collaboratives

    NASA Astrophysics Data System (ADS)

    Nelson, G.; Cobabe-Ammann, E.

    2004-12-01

    Colorado MESA is an after school program operating throughout the state with a long track record in promoting science, math and engineering education to largely underserved K-12 student populations. Currently, 81 percent of MESA students are from groups underrepresented in the math/science careers, and 85 percent of MESA students come from low- and moderate-income families. Through a combination of weekly student programs, field trips to universities and industry partners, family orientations, individual academic counseling and required curriculum, Colorado MESA offers an opportunity for students to explore STEM subjects and careers that they might not otherwise have access to - with tangible results. In the Colorado MESA Class of 2003, 97 percent of students planned on entering college this fall, with 86 percent indicating that they will enroll in math/science-based majors. In the last year, the University of Colorado's Laboratory for Atmospheric and Space Physics, a large space and earth sciences institute, has relied on the Colorado MESA program as its primary K-12 partner in Education and Public Outreach. LASP incorporates MESA into its proposal writing opportunities, from E/PO additions to individual research proposals to mission-level educational programs. In addition to funding opportunities, LASP provides scientists and engineers in a variety of contexts and content areas, while MESA works to incorporate those resources into their after school programs. The interface between the after school programs and the research institution requires ongoing communication and coordination in order to evaluate and fine-tune curriculum and activities based on feedback from MESA advisors and teachers. Currently, the MESA/LASP partnership has funded programs in astrobiology, planetary sciences and engineering.

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

    ERIC Educational Resources Information Center

    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…

  18. Valued Youth Partnership Program: Dropout Prevention through Cross-Age Tutoring [Summary].

    ERIC Educational Resources Information Center

    Sosa, Alicia Salinas

    1986-01-01

    In 1984 the Edgewood and South San Antonio Independent School Districts implemented the Valued Youth Partnership Program (VYP). VYP identifies Hispanic junior high and high school students at high risk of dropping out and gives them an opportunity to serve as tutors of younger children. As they tutor, the older students also learn basic skills,…

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

    ERIC Educational Resources Information Center

    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…

  20. An Apple a Day and at Night: A Distance Tutoring Program for At-Risk Students.

    ERIC Educational Resources Information Center

    Ross, Steven M.; And Others

    1989-01-01

    Describes a program of distance tutoring developed by Apple Computer, Inc., Memphis City Schools, and Memphis State University for at-risk minority students. The electronic bulletin board system (BBS) used is described; types of distance learning systems are explained; and research outcomes are discussed, including tutor roles and writing skills.…

  1. Get Wet: Bringing Water and Wetland Education to After-School Programs

    ERIC Educational Resources Information Center

    Liggit, Peggy; Moore-Hart, Margaret; Daisey, Peggy

    2004-01-01

    Preservation of clean water resources and after school concern about the kids, in South-East Michigan, led to the formation of "The Water Educational Training" (WET) science project. The main goal of WET is to create environment awareness in elementary and middle after school settings.

  2. Hanging Out: Community-Based After-School Programs for Children.

    ERIC Educational Resources Information Center

    Garner, Ruth, Ed.

    Noting the major changes in mothers' work lives and the significance that out-of-home care arrangements take on in children's lives, this book is a collection of accounts of what children do after school, both outside and inside after-school centers. The centers described are in differing communities, with differing values and differing ways of…

  3. Explore Locally, Excel Digitally: A Participatory Learning After-School Program for Enriching Citizenship On- and Offline

    ERIC Educational Resources Information Center

    Felt, Laurel J.; Vartabedian, Vanessa; Literat, Ioana; Mehta, Ritesh

    2012-01-01

    This paper discusses the design and implementation of a participatory culture pedagogy in the context of a pilot after-school program at LAUSD's Robert F. Kennedy Community Schools. Ethnographic fieldnotes, instructor and student reflections, photographs, video recordings, and student work illustrate the program's culture of participatory…

  4. Back to the Future: The Brownstone and FutureLink After-School Programs for Homeless Children.

    ERIC Educational Resources Information Center

    Homes for the Homeless, Inc., New York, NY.

    Homes for the Homeless initiated a family and community approach to learning at its American Family Inns (homeless shelters) via a customized, shelter-based, accelerated after-school program, Brownstone/FutureLink. The program helps improve students' grades, self-confidence, and academic potential. It requires parents, shelter staff, and public…

  5. Evaluations of After-School Programs: A Meta-Evaluation of Methodologies and Narrative Synthesis of Findings.

    ERIC Educational Resources Information Center

    Scott-Little, Catherine; Hamann, Mary Sue; Jurs, Stephen G.

    2002-01-01

    Conducted a meta-analysis of methodologies used to evaluate after school programs and attempted a synthesis of evaluation findings. Results show that evaluation reports demonstrate moderate compliance with the Program Evaluation Standards of the Joint Committee on Standards for Educational Evaluation but evidence did not allow for meta-analysis of…

  6. A Snapshot of After-School Program Research Literature. Research Watch. D&A Report No. 13.10

    ERIC Educational Resources Information Center

    Rhea, Anisa

    2013-01-01

    After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009;…

  7. The Effectiveness of an After-school Program Targeting Urban African American Youth

    PubMed Central

    Hanlon, Thomas E.; Simon, Betsy D.; O’Grady, Kevin E.; Carswell, Steven B.; Callaman, Jason M.

    2010-01-01

    The present study reports on the effectiveness at one-year follow-up of an after-school prevention program targeting 6th grade African American youth residing in high-risk urban areas. The program, conducted on-site over the school-year period, involved a group mentoring approach emphasizing remedial education and an appreciation of African American cultural heritage in promoting school bonding, social skills development, and greater academic achievement. Behavioral and adjustment outcome data were obtained from two participating middle-school sites (intervention and comparison, involving 237 and 241 students, respectively) serving essentially equivalent urban communities. Results of the study revealed significant effects for academic achievement and behavior in terms of grade point average and teacher ratings that favored students at the intervention site. At this site, greater participation of parents in the intervention program was found to be positively related to improvement of the children in grade point average. No differential site-related changes in negative behavior were observed. PMID:20300430

  8. The Summer Treatment Program Meets the South Side of Chicago: Bridging Science and Service in Urban After-School Programs

    PubMed Central

    Frazier, Stacy L.; Chacko, Anil; Van Gessel, Christine; O’Boyle, Caroline; Pelham, William E.

    2011-01-01

    Background This paper describes efforts to apply the principles and strategies of an empirically-supported treatment for children with disruptive behaviour problems to a park after-school program serving children in urban poverty. Method Collaboration with staff proceeded in stages: (1) relationship building, needs assessment, and resource mapping; (2) intervention adaptation and implementation; and (3) implementation support, problem-solving, and sustainability. Results Four tools capitalised on inherent strengths of the parks, accommodated child and staff needs, and emerged as feasible and effective: Group Discussion, Good Behaviour Game, Peers as Leaders, and Good News Notes. Conclusions Recreational settings offer opportunities for mental health promotion for children in urban poverty. PMID:23275759

  9. Diverging Experiences during Out-of-School Time: The Race Gap in Exposure to After-School Programs

    ERIC Educational Resources Information Center

    Hynes, Kathryn; Sanders, Felicia

    2011-01-01

    There is considerable interest in identifying ways to close the Black-White achievement gap. This study examines race differences in children's participation in after-school programs, an out-of-school time experience that may influence children's achievement. Using nationally representative data spanning 1995-2005, the authors find that African…

  10. Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    ERIC Educational Resources Information Center

    Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

  11. Bodily Play in the After-School Program: Fulfillment of Intentionality in Interaction between Body and Place

    ERIC Educational Resources Information Center

    Londal, Knut

    2011-01-01

    This article investigates the relationship between children in an after-school program (ASP) and the places where they play. It focuses on the kind of bodily play the children themselves choose and control. The author applies a life-world approach to this study, and his theoretical perspective is based on phenomenological philosophy. The…

  12. The Effect of Regular Participation in an After-School Program on Student Achievement, Attendance, and Behavior

    ERIC Educational Resources Information Center

    Pastchal-Temple, Andrea Sheree

    2012-01-01

    Many school districts are using research-based strategies to increase student achievement. The "No Child Left Behind Act" of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district…

  13. A Randomized Controlled Trial Evaluation of an After-School Prosocial Behavior Program in an Area of Socioeconomic Disadvantage

    ERIC Educational Resources Information Center

    O'Hare, Liam; Biggart, Andy; Kerr, Karen; Connolly, Paul

    2015-01-01

    A randomized controlled trial was used to evaluate the effects of a prosocial behavior after-school program called Mate-Tricks for 9- and 10-year-old children and their parents living in an area of significant socioeconomic disadvantage. The children were randomly assigned to an intervention (n = 220) or a control group (n = 198). Children were…

  14. A Pilot Study Exploring After-School Care Providers' Response to the Incredible Years Classroom Management Program

    ERIC Educational Resources Information Center

    Hicks-Hoste, Taylor B.; Carlson, John S.; Tiret, Holly B.

    2015-01-01

    The need for and importance of bringing evidence-based interventions into school settings has been firmly established. Adapting and adjusting intervention programs to meet the unique needs of a school district requires personnel to use a data-based approach to implementation. This pilot study is the first to report on after-school care providers'…

  15. A Qualitative Study of Urban Hispanic Youth in an After-School Program: Career, Cultural, and Educational Development

    ERIC Educational Resources Information Center

    Perry, Justin C.; Calhoun-Butts, Candice

    2012-01-01

    Based on a diverse sample of 11 urban Hispanic youth, the career, educational, and cultural domains of developmental adjustment were investigated through a triangulation of interview data and field notes within the context of delivering an after-school program. Consensual qualitative research (CQR) and content analysis were used to explore how…

  16. The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

    ERIC Educational Resources Information Center

    Ferreira, Maria M.

    This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

  17. The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

    2009-01-01

    The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

  18. Self-Efficacy, Intrinsic Motivation, and Academic Outcomes among Latino Middle School Students Participating in an After-School Program

    ERIC Educational Resources Information Center

    Niehaus, Kate; Rudasill, Kathleen Moritz; Adelson, Jill L.

    2012-01-01

    This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in…

  19. Students’ Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    PubMed Central

    Newell, Alana D.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.; Zientek, Linda R.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students’ science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Due to the unique nature of these informal learning environments, an understanding of the relationships among aspects of students’ content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a semester-long after-school intervention utilizing an inquiry-based infectious diseases curriculum (designed for use after-school) on 63 urban students’ content knowledge and aspects of their attitudes towards science. Content knowledge increased 24.6% from pre- to posttest. Multiple regression analyses indicated suggested that the “self-directed effort” subscale of the Simpson-Troost Attitude Questionnaire - Revised best predicted increases in students’ science content knowledge. The construct “science is fun for me” served as a suppressor effect. These findings suggest that future after-school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students’ enthusiasm and academic preparedness for additional science coursework by improving student attitudes towards their perceptions of their self-directed effort. PMID:26778859

  20. The College Tutoring Experience: A Qualitative Study.

    ERIC Educational Resources Information Center

    Dvorak, Johanna

    2001-01-01

    Examines the effects of tutoring on trained college tutors and tutees. Reports on interviews of 39 tutors and evaluations from 838 of their tutees, concluding that tutoring plays an integral role in the development of college students and that tutoring programs have value on campus. Lists the qualities of a good tutor, describes tutoring processes…

  1. Developing Competent Youth and Strong Communities through After-School Programming.

    ERIC Educational Resources Information Center

    Danish, Steven J., Ed.; Gullotta, Thomas P., Ed.

    Noting the renewed attention given to community efforts supporting after-school activities to promote social competence in its youth, this book examines the concepts of play and rites of passage for youth. The book also discusses the contributions of various types of activities on youth social competency, presents a variety of perspectives for…

  2. Integrating the Digital Literacies into an After-School Program: A Structural Analysis of Teachers' Lessons

    ERIC Educational Resources Information Center

    Gormley, Kathleen; McDermott, Peter

    2013-01-01

    The structure of lessons where teachers integrated the digital literacies is examined here. Twelve graduate teachers participating in an after-school practica were observed over a six-week period. This manuscript identifies the structure of their lessons and describes the kinds of digital literacies children learned when completing them. Teachers…

  3. Project-Based and Experiential Learning in After-School Programming.

    ERIC Educational Resources Information Center

    Seidel, Steven; Aryeh, Laura; Steinberg, Adria

    As Boston and other cities across the nation enter a second decade of education reform, the attention of school and community leaders, as well as of parents, is turning to the learning potential provided by after-school hours. This paper explores the potential role of project-based and experiential learning in transforming the learning…

  4. Youth Development Practitioners and Their Relationships in Schools and After-School Programs

    ERIC Educational Resources Information Center

    Noam, Gil G.; Bernstein-Yamashiro, Beth

    2013-01-01

    This article examines the kinds of relationships that nonteacher educators, especially youth development practitioners working in after-school settings, have with students. It addresses the fact that these adults in schools have an explicit youth-oriented and relational approach, find out many productive and anxiety-provoking facts about their…

  5. Teachers Attending to Students' Mathematical Reasoning: Lessons from an After-School Research Program

    ERIC Educational Resources Information Center

    Francisco, John M.; Maher, Carolyn A.

    2011-01-01

    There is a documented need for more opportunities for teachers to learn about students' mathematical reasoning. This article reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in an after-school, classroom-based research project on the development of mathematical ideas involving…

  6. Gaining Ground: Supporting English Learners through After-School Literacy Programming

    ERIC Educational Resources Information Center

    Goldsmith, Julie; Jucovy, Linda; Arbreton, Amy

    2008-01-01

    This brief presents findings that demonstrate a relationship between key approaches in Communities Organizing to Advance learning (CORAL), an eight-year, $58 million after-school initiative of The James Irvine Foundation, and the academic progress of English learners. Reported findings include: (1) Children who participated in CORAL fit the…

  7. The Tutoring and Dropout Prevention Program at Boys and Girls High School.

    ERIC Educational Resources Information Center

    Bedford-Stuyvesant Restoration Corp., Brooklyn, NY.

    In this project report problems with the tutoring program, objectives of the program and strategies employed by the program to deal with the problems are outlined. The school, Boys and Girls High School, its environment, and the program's sponsor, the Bedford Stuyvesant Restoration Corporation, Brooklyn, are described briefly. Results of the…

  8. Promoting healthful diets and exercise: efficacy of a 12-week after-school program in urban African Americans.

    PubMed

    Engels, Hermann-J; Gretebeck, Randall J; Gretebeck, Kimberlee A; Jiménez, Linda

    2005-03-01

    This study examined the effectiveness of a unique extracurricular after-school initiative designed to promote healthy diets and exercise in urban African Americans. The Students and Parents Actively Involved in Being Fit after-school program was offered for 12 weeks to students and their parents/guardians at an urban middle school. Specific aims of the intervention were to increase participants' vegetable and fruit intake by using established 5 A Day for Better Health educational resource materials/activities and to affect their health-related fitness through dance, games, and fitness activities. Fifty-six children and 25 parents/guardians completed a standard battery of evaluations before and after the program. Pre-post pairwise t test revealed that both children and their parents/guardians showed an increase in fruit consumption and a reduction in diastolic blood pressure (P <.05). Moreover, children showed improvements in systolic blood pressure and fruit juice, salad, and nonfried potato consumption while parents/guardians showed a decrease in body fat, body mass index, and endurance walk/run time (P <.05). Overall, findings indicate that children tended to gain more diet-related benefits while parents/guardians tended to derive more fitness-related benefits. After-school programs like the Students and Parents Actively Involved in Being Fit initiative can potentially contribute to improved health levels in urban African Americans. PMID:15746836

  9. Recruiting and Retaining Older African American and Hispanic Boys in After-School Programs: What We Know and What We Still Need to Learn. GroundWork

    ERIC Educational Resources Information Center

    Kauh, Tina J.

    2010-01-01

    With funding from the Collaborative for Building After-School Systems (CBASS)--through support from The Atlantic Philanthropies--Public/Private Ventures (P/PV) conducted a small study to begin identifying promising strategies currently used by after-school programs to recruit and retain middle- and high-school-aged African American and Hispanic…

  10. Improving overweight among at-risk minority youth: results of a pilot intervention in after-school programs.

    PubMed

    Slusser, Wendelin M; Sharif, Mienah Z; Erausquin, Jennifer Toller; Kinsler, Janni J; Collin, Daniel; Prelip, Michael L

    2013-01-01

    Childhood overweight and obesity disproportionately affect low-income communities. Most school-based health promotion efforts occur during the school day and are limited in scope. This study evaluated the effectiveness of an after-school program among 3rd-5th graders (n=121; 73% 8 to 9 years old; 57% female; 60% Asian) at eight study sites (four intervention, four comparison). After-school staff were trained on implementing the Catch Kids Club Curriculum on nutrition and physical activity. Data were collected on students' nutrition and physical activity knowledge and behavior, and their height and weight measurements. Using Stata 10.1/SE, cross-lagged regression models assessed changes over time. Results showed a reduction in overweight and obesity (defined as body mass index >85th percentile for age and sex) among children in the intervention group, but mixed results regarding diet and physical activity knowledge and behavior. Enhancing after-school physical activity opportunities through evidence-based programs can potentially improve overweight and obesity among low-income children. PMID:23727961

  11. Improvement, Supervision, and Dissemination of a Model Cross-Age Tutoring Program.

    ERIC Educational Resources Information Center

    Breedlove, Donnie L.

    This practicum was developed (1) to improve, supervise, and disseminate a model cross-age tutoring program, and (2) to determine if a tutorial program would increase the sight vocabulary of 100 second grade students in the Dallas Independent School District. A secondary purpose was to determine if such a program would improve the reading grades,…

  12. Special Tutoring Program with Maladjusted Children and Adolescents.

    ERIC Educational Resources Information Center

    Avraham, Yakov

    The paper describes a special education tutoring approach to maladjusted pupils in the Israeli Kibbutz. Following an overview of the Kibbutz way of life and the characteristics of maladjusted children, the paper examines ways in which the environment can be reorganized to minimize conflicts and help pupils grow up in a more cordial atmostphere.…

  13. The journey of a science teacher: Preparing female students in the Training Future Scientists after school program

    NASA Astrophysics Data System (ADS)

    Robinson-Hill, Rona M.

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed through a constructivist perspective, using dialogic engagement, coinciding with Lev Vygotsky's sociocultural learning theory. This action research project used mixed methods research design, targeted urban adolescent females who were members of Boys & Girls Club of Greater St. Louis (BGCGSTL) after-school program. The data collection measures were three qualitative instruments (semi-structured interviews, reflective journal entries and attitudinal survey open-ended responses) and two quantitative instruments (pre-test and posttests over the content from the Buckle-down Curriculum and attitudinal survey scaled responses). The goal was to describe the impact the Training Future Scientist (TFS) after-school program has on the girls' scientific content knowledge, attitude toward choosing a science career, and self-perception in science. Through the TFS after-school program participants had access to a secondary science teacher-researcher, peer leaders that were in the 9th--12th grade, and Science, Technology, Engineering and Math (STEM) role models from Washington University Medical School Young Scientist Program (YSP) graduate and medical students and fellows as volunteers. The program utilized the Buckle-down Curriculum as guided, peer-led cooperative learning groups, hands-on labs and demonstrations facilitated by the researcher, trained peer leaders and/or role models that used constructivist science pedagogy to improve test-taking strategies. The outcomes for the TFS study were an increase in science content knowledge, a positive trend in attitude change, and a negative trend in choosing a science career. Keywords: informal

  14. After School: Connecting Children at Risk with Responsible Adults to Help Reduce Youth Substance Abuse and Other Health-Compromising Behaviors--An RWJF National Program. Program Results Reports

    ERIC Educational Resources Information Center

    Robert Wood Johnson Foundation, 2008

    2008-01-01

    "After School: Connecting Children at Risk With Responsible Adults to Help Reduce Youth Substance Abuse and Other Health-Compromising Behaviors (After School)" helped develop intermediary organizations in Boston, Chicago and the San Francisco Bay Area in order to create citywide systems of after-school programs. The intermediaries--Boston After…

  15. Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 2, Final Evaluation Program Year 1, July 1974.

    ERIC Educational Resources Information Center

    McConnell, Beverly

    An early childhood education program for children of migrant and seasonal farm workers, the Project provides tutoring, usually outside of regular school hours, to kindergarten and first grade children. The tutoring is done by adult paraprofessionals who are former migrants or seasonal farm workers. Program focus is to: (1) develop the child's…

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

    ERIC Educational Resources Information Center

    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…

  17. The Effectiveness of a Tutoring Program for Junior High Latino Students.

    ERIC Educational Resources Information Center

    Valenzuela-Smith, Marina

    Evaluation of effectiveness of an experimental tutoring program for 22 Latino junior high students in Antelope Valley, California, sought to determine whether the program would change students' school achievement, school-related behaviors, and self-esteem positively. The tutorial system was based on personal analysis of the students' learning…

  18. Rx for Tutor Training.

    ERIC Educational Resources Information Center

    Rubenstein, Ilene; And Others

    Tutor training programs in composition which emphasize interpersonal skills while offering concentrated correctness doses of mechanics and grammar are inherently limiting. While interpersonal skills are important, they only superficially address the complex situation of tutoring. A prescription for a healthy tutor program, one which would allow…

  19. Cognitive and Affective Reading Development during an After-School Program: A Case Study of Three Adolescent Readers' Participation in the Program

    ERIC Educational Resources Information Center

    Moransky-Miller, Marlo R.

    2011-01-01

    The purpose of this study was to explore how three struggling, sixth grade readers experienced an after-school program designed to increase their affective and cognitive reading performance. Research in the areas of vocabulary acquisition, reading strategy development, discussion of text, time spent reading, engagement, and reader self-perception…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  2. After-School Enrichment: Extending Learning Time

    ERIC Educational Resources Information Center

    Sanger, Carla

    2011-01-01

    After-school programs can help show students how academics are relevant to their personal interests, and serve as training grounds for future teachers. This article features LA's BEST After School Enrichment Program whose mission is to provide a safe and supervised after school education, enrichment, and recreation program for children ages 5 to…

  3. Improving Children's Reading Ability through Volunteer Reading Tutoring Programs. Issue Brief.

    ERIC Educational Resources Information Center

    Invernizzi, Marcia; Ouellette, Mark

    Governors and other state policymakers are turning to volunteer reading tutoring programs to improve children's reading ability. The Committee for Economic Development, a nonpartisan organization of business leaders and educators, reports a steady rise in the number of businesses that are volunteering personnel to participate in business-school…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  6. So That Every Child Can Read... America Reads Community Tutoring Partnerships: A Review of Effective and Promising Practices in Volunteer Reading Tutoring Programs.

    ERIC Educational Resources Information Center

    Potter, Jana; Blankenship, Judy; Carlsmith, Laura

    Considering 61 reading tutoring programs established in response to the "America Reads Challenge," this publication encourages all Americans to collaborate with classroom teachers and parents so that every child can read well and independently by the third grade. It discusses ways to build effective partnerships among the community, and it…

  7. Beyond the Classroom: The Potential of After School Programs to Engage Diverse High School Students in the Geosciences

    NASA Astrophysics Data System (ADS)

    Pickering, J.; Briggs, D. E.; Alonzo, J.

    2011-12-01

    Over the last decade many influential reports on how to improve the state of STEM education in the United States have concluded that students need exciting science experiences that speak to their interests - beyond the classroom. High school students spend only about one third of their time in school. After school programs are an important opportunity to engage them in activities that enhance their understanding of complex scientific issues and allow them to explore their interests in more depth. For the last four years the Peabody Museum, in partnership with Yale faculty, other local universities and the New Haven Public Schools, has engaged a diverse group of New Haven teens in an after school program that provides them with multiple opportunities to explore the geosciences and related careers, together with access to the skills and support needed for college matriculation. The program exposes 100 students each year to the world of geoscience research; internships; the development of a Museum exhibition; field trips; opportunities for paid work interpreting geoscience exhibits; mentoring by successful college students; and an introduction to local higher education institutions. It is designed to address issues that particularly influence the college and career choices of students from communities traditionally underrepresented in STEM. Independent in-depth evaluation, using quantitative and qualitative methods, has shown that the program has enormous positive impact on the students. Results show that the program significantly improves students' knowledge and understanding of the geosciences and geoscience careers, together with college and college preparation. In the last two years 70% - 80% of respondents agreed that the program has changed the way they feel about science, and in 2010/11 over half of the students planned to pursue a science degree - a considerable increase from intentions voiced at the beginning of the program. The findings show that the

  8. Effectiveness of the Challenging Horizons After-School Program for Young Adolescents with ADHD

    ERIC Educational Resources Information Center

    Evans, Steven W.; Schultz, Brandon K.; DeMars, Christine E.; Davis, Heather

    2011-01-01

    There are no empirically supported psychosocial treatments for adolescents with attention-deficit hyperactivity disorder (ADHD). This study examined the treatment benefits of the Challenging Horizons Program (CHP), a psychosocial treatment program designed to address the impairment and symptoms associated with this disorder in young adolescents.…

  9. Promising Practices in Afterschool Program and School Partnerships. After School Issues. Volume 3, Issue 1

    ERIC Educational Resources Information Center

    National Institute on Out-of-School Time, Wellesley College, 2007

    2007-01-01

    The National Institute on Out-of-School-Time (NIOST) investigated partnership strategies between community-based organizations conducting afterschool programs and the schools they serve. NIOST used in-depth phone interviews and site visits to collect information on several community-based organization afterschool programs and their affiliated…

  10. Cosmopolitan Literacies of Belonging in an After-School Program with Court-Involved Youths

    ERIC Educational Resources Information Center

    Vasudevan, Lalitha; Kerr, Kristine Rodriguez; Hibbert, Melanie; Fernandez, Eric; Park, Ahram

    2014-01-01

    This article focuses on the concept of belonging as an embodied practice that is expressed by adolescents in multimodal ways and that can be nurtured inside and also beyond schools, such as within afterschool programs. We explore belonging in an afterschool program designed for court-involved youth. Our research is theoretically framed by…

  11. Supporting Success: Why and How to Improve Quality in After-School Programs

    ERIC Educational Resources Information Center

    Sheldon, Jessica; Hopkins, Leigh

    2008-01-01

    This report examines the program improvement strategies, step-by-step, that allowed The James Irvine Foundation's Communities Organizing to Advance Learning (CORAL) initiative to achieve the levels of quality needed to boost the academic success of participating students, and makes policy and funding suggestions for improving program performance.…

  12. Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: a systematic review and meta-analysis.

    PubMed

    Kremer, Kristen P; Maynard, Brandy R; Polanin, Joshua R; Vaughn, Michael G; Sarteschi, Christine M

    2015-03-01

    The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed. PMID:25416228

  13. Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis

    PubMed Central

    Maynard, Brandy R.; Polanin, Joshua R.; Vaughn, Michael G.; Sarteschi, Christine M.

    2015-01-01

    The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed. PMID:25416228

  14. A Qualitative Study of Staff's Perspectives on Implementing an After School Program Promoting Youth Physical Activity

    ERIC Educational Resources Information Center

    Zarrett, Nicole; Skiles, Brittany; Wilson, Dawn K.; McClintock, Lauren

    2012-01-01

    Minimal effects found across youth physical activity (PA) interventions, and increased attention to circumstances that impede adequate delivery of program components, has highlighted the importance of learning from staff what is needed to foster staff comprehension and engagement for developing, adopting, and successfully implementing PA-based…

  15. Understanding How Participation in an After School Arts Program Affects Students in Their General Education Classroom

    ERIC Educational Resources Information Center

    Gacherieu, Dustin R.

    2004-01-01

    The goal of this study was to answer the question: "When ethnically diverse fourth- and fifth-grade students participate in a ten-week musical program, are there any shifts in the following: academic performance, attitude towards school, social skills, self-esteem, public speaking ability, and/or school attendance?" This study was conducted at an…

  16. The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills

    ERIC Educational Resources Information Center

    Hu, Xiangen; Craig, Scotty D.; Bargagliotti, Anna E.; Graesser, Arthur C.; Okwumabua, Theresa; Anderson, Celia; Cheney, Kyle R.; Sterbinsky, Allan

    2012-01-01

    This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve…

  17. Feasibility and Preliminary Efficacy of an After-School Program for Middle Schoolers with ADHD: A Randomized Trial in a Large Public Middle School

    ERIC Educational Resources Information Center

    Molina, Brooke S. G.; Flory, Kate; Bukstein, Oscar G.; Greiner, Andrew R.; Baker, Jennifer L.; Krug, Vicky; Evans, Steven W.

    2008-01-01

    Objective: This pilot study tests the feasibility and preliminary efficacy of an after-school treatment program for middle schoolers with ADHD using a randomized clinical trial design. Method: A total of 23 students with ADHD (25% female, 48% African American) from a large public middle school were randomly assigned to a 10-week program or to…

  18. An Exploratory Investigation of the Promoting Responsibility through Education and Prevention (PREP) after School Program for African American At-Risk Elementary School Students

    ERIC Educational Resources Information Center

    Sale, Elizabeth; Weil, Virginia; Kryah, Rachel

    2012-01-01

    The promoting responsibility through education and prevention (PREP) program is an after school substance abuse and violence prevention program for at-risk fourth and fifth grade youths in St. Louis, Missouri. Staffed by licensed clinical social workers and professional volunteers, PREP offers cultural cooking classes, yoga, and art as well as…

  19. Improving the Attendance Rate for African American Male Students in an After School Reading Program through Parental Involvement, Positive Male Role Models, and Tutorial Instruction.

    ERIC Educational Resources Information Center

    Tanksley, Mary Dennard

    This practicum was designed to improve the attendance rate for African American male students in the After School Reading Is Fundamental (RIF) program. The attendance rate for male students was far below that of female students. The following strategies to increase male participation in the reading program were developed: local businesses and…

  20. Fiscal Fitness for Non-Profits: Project Puts Chicago After-School Programs and Funders through a Financial Workout. Stories from the Field

    ERIC Educational Resources Information Center

    Field, Anne

    2011-01-01

    Strengthening after-school programming for city youngsters has long been an objective of The Wallace Foundation, a national philanthropy based in New York City. In its work over the years, Wallace has found that weak financial management of the nonprofits running many high-quality programs hampers their ability to improve and expand. In 2009,…

  1. Standin' tall: (De) criminalization and acts of resistance among boys of color in an elementary after school STEM program

    NASA Astrophysics Data System (ADS)

    Basile, Vincent

    The United States current incarcerates more citizens than any other country in history, by disproportionately targeting men and boys of color through mechanisms such as the school to prison pipeline. In better understanding the processes that fuel the school to prison pipeline such as criminalizing practices and the ways boys of color resist them, we can begin to identify teaching practices and perspectives which work to disrupt those processes. Examining criminalization and acts of resistance in STEM education is particularly salient because of the high social and economic status STEM knowledge bears in dominant U.S. culture, and the ways access to STEM learning functions as gateways in our education system. Through a longitudinal study in a multi-site elementary after-school STEM program, I examined what criminalization and acts of resistance look like, the ways they interact, and how staff in the program work to disrupt those cycles. I found that criminalization and acts of resistance are normal and ordinary occurrences, frequently interacting in response to each other in escalating patterns. I also found that staff engaged in multiple categories of decriminalizing practices based on highly respectful interactions and viewing boys of color as brilliant students who engage in acts of resistance as a healthy response to oppressive measures.

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

    ERIC Educational Resources Information Center

    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…

  3. Introducing a curricular program culminating in a certificate for training peer tutors in medical education

    PubMed Central

    Fellmer-Drüg, Erika; Drude, Nina; Sator, Marlene; Schultz, Jobst-Hendrik; Irniger, Erika; Chur, Dietmar; Neumann, Boris; Resch, Franz; Jünger, Jana

    2014-01-01

    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 contributes sustainably to

  4. An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

    2005-01-01

    This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

  5. The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

    ERIC Educational Resources Information Center

    Springer, Ken; Diffily, Deborah

    2012-01-01

    We explored the extent to which intensity and breadth of participation in an after-school program (ASP) predicted academic achievement, as measured by changes in grades and attendance. The sample comprised 719 2nd-grade through 8th-grade Boys and Girls Clubs of Greater Dallas members during the 2009-2010 academic year. With respect to intensity,…

  6. Effects of After-School Programs on Attendance and Externalizing Behaviors with Primary and Secondary School Students: A Systematic Review and Meta-Analysis

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Kremer, Kristen P.; Polanin, Joshua R.; Vaughn, Michael G.; Sarteschi, Christine M.

    2015-01-01

    Over the past two decades, the number and types of after-school programs (ASPs) have increased substantially as a result of increased federal and private spending and because ASPs are perceived to provide wide-ranging and far-reaching benefits to students, families, schools and the public. The purpose of this systematic review and meta-analysis is…

  7. "Niggaz Dyin' Don't Make No News": Exploring the Intellectual Work of an African American Urban Adolescent Boy in an After-School Program

    ERIC Educational Resources Information Center

    Staples, Jeanine M.

    2012-01-01

    In this article, and from the standpoint of an African American woman teacher/researcher, the author explores what happened when one African American adolescent boy known inside of school as a "severely disengaged" student cultivated literacy practices and events of his own volition in an after-school program. The author asks, how does race and…

  8. Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

    ERIC Educational Resources Information Center

    Martínez-Roldán, Carmen María

    2015-01-01

    This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the…

  9. Learning Environments at the Margin: Case Studies of Disenfranchised Youth Doing Science in an Aquarium and an After-School Program

    ERIC Educational Resources Information Center

    Rahm, Jrene; Ash, Doris

    2008-01-01

    In this article, we explore how two informal educational contexts--an aquarium and an after-school science program--enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We…

  10. Using Culture as a Resource in Mathematics: The Case of Four Mexican-American Prospective Teachers in a Bilingual After-School Program

    ERIC Educational Resources Information Center

    Vomvoridi-Ivanovic, Eugenia

    2012-01-01

    This paper explores Mexican-American prospective teachers' use of culture--defined as social practices and shared experiences--as an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage. Qualitative analysis of the prospective teachers' and children's interactions reveals…

  11. After School in a Colonia.

    ERIC Educational Resources Information Center

    Castillo, Yolanda; Winchester, Martin

    2001-01-01

    In 1999, two schools in an impoverished border town in Texas received 3-year federal grants from the 21st Century Community Learning Centers program to support varied after-hours activities: academic tutoring, computer literacy, "ballet folklorico," arts and crafts, guitar instruction, and service learning. Students and parents now have a safe…

  12. The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program

    ERIC Educational Resources Information Center

    Huang, Xudong; Craig, Scotty D.; Xie, Jun; Graesser, Arthur C.; Okwumabua, Theresa; Cheney, Kyle R.; Hu, Xiangen

    2013-01-01

    The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens, 2006). The ALEKS, Assessment and LEarning in Knowledge Spaces, tutoring system is one promising…

  13. Assessing After-School Settings

    ERIC Educational Resources Information Center

    Grossman, Jean Baldwin; Goldsmith, Julie; Sheldon, Jessica; Arbreton, Amy J. A.

    2009-01-01

    According to previous research, three point-of-service features--strong youth engagement, well-conceived and well-delivered content, and a conducive learning environment--lead to positive impacts in after-school settings, the ultimate gauge of quality. To assess quality at a program's point of service, researchers and program administrators should…

  14. The Reading Tutor.

    ERIC Educational Resources Information Center

    Rosberg, Merilee A.

    As a direct result of the passage of the America Reads Challenge Act in 1997, Mt. Mercy College, Cedar Rapids, Iowa, has developed a reading tutor program. The program includes a college credit course and on-site visits by college faculty supervising student tutors. This article includes the rationale for development of a credit course for reading…

  15. An opportunity for success: Understanding motivation and learning from urban youth participation in an after school science program

    NASA Astrophysics Data System (ADS)

    Catlin, Janell Nicole

    This dissertation is an ethnographic study that documents through student voice the untold stories of urban student motivation to learn and engage in science through the contexts of an after school science program and the students' in-school science classrooms. The purpose of this study is to add to the literature in science education on motivation of urban youth to learn and engage in science through thick and rich descriptions of student voice. This study addresses issues in educational inequity by researching students who are historically marginalized. The focus of the study is four middle school students. The methodology employed was critical ethnography and case study. The data sources included participant observations and field notes, interviews, student artifacts, Snack and Chat, autophotography, and the researcher's reflective journal. The findings of this study state that motivating factors for urban middle school students' learning and engaging in science include a flexible and engaging curriculum, that students are empowered and motivated to learn when teachers are respectful, that urban middle school science students hold positive images about scientists, themselves and knowing science, and that urban teachers of the dominant culture believe that their urban middle school science students are motivated. In using Sociotransformative Constructivism (STC) and Critical Race Theory (CRT) the researcher informs the issues of inequity and racism that emerge from historical perspectives and students' stories about their experiences inside and outside of school. The implications state that allowing for a flexible curriculum that motivates students to make choices about what and how they want to learn and engage in science are necessary science teaching goals for urban middle school students, it is necessary that teachers are conscious of their interactions with their students, diversifying the science field through educating and empowering all students through

  16. Successful Tutoring: Good Practice for Managers and Tutors.

    ERIC Educational Resources Information Center

    Green, Muriel

    This document, which draws on the findings of a survey of further education (FE) colleges in the United Kingdom and case studies of 9 FE colleges, presents good practices for managers of tutoring programs and tutors. Chapter 1 provides an overview of the changing role of tutors in the post-16 sector and the importance of recruiting, training, and…

  17. 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

    ERIC Educational Resources Information Center

    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 study…

  18. Intelligent Tutor

    NASA Technical Reports Server (NTRS)

    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.

  19. Physical Activity before and after School

    ERIC Educational Resources Information Center

    Beighle, Aaron; Moore, Melanie

    2012-01-01

    This article discusses a variety of before- and after-school programs (BASPs) that can be implemented from preschool through 12th grade. These programs offer physical activity opportunities before and after school for youths of various ages, skill levels, and socioeconomic levels. In addition, strategies for the director of physical activity to…

  20. The After-School Alternatives.

    ERIC Educational Resources Information Center

    Pekow, Charles

    1998-01-01

    Three companies (Voyager Expanded Learning, Mindsurf, and EXPLORE) have introduced after-school programs that emphasize stress-free academic enrichment activities. The companies differ, but share a fun-learning concept, maintain low staff-child ratios of about 1:8, and serve grades K-8. The operative words are flexibility and affordability. Some…

  1. Administrator's Memo: Youth Tutoring Youth.

    ERIC Educational Resources Information Center

    National Commission on Resources for Youth, Inc., New York, NY.

    This manual, designed for the use of administrators in implementing a Youth Tutoring Youth Program (developed to encourage positive attitudes in tutors towards going to school, holding jobs, and helping others), outlines the employment of underachieving, disadvantaged 14- and 15-year-old Neighborhood Youth Corps enrollees as tutors for elementary…

  2. Tooth Tutoring: The Findings.

    ERIC Educational Resources Information Center

    Cone, Richard; And Others

    Findings are reported on a three year cross-age tutoring program in which undergraduate dental hygiene students and college students from other disciplines trained upper elementary students to tutor younger students in the techniques of dental hygiene. Data includes pre-post scores on the Oral Hygiene Index of plaque for both experimental and…

  3. Intelligent Tutoring Systems

    NASA Astrophysics Data System (ADS)

    Anderson, John R.; Boyle, C. Franklin; Reiser, Brian J.

    1985-04-01

    Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP.

  4. Intelligent Tutoring Systems.

    ERIC Educational Resources Information Center

    Anderson, John R.; And Others

    1985-01-01

    Cognitive psychology, artificial intelligence, and computer technology have advanced so much that it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors have been developed for teaching students to do proofs in geometry and to write computer programs in the LISP language. (JN)

  5. Tutoring Strategies: A Case Study Comparing Learning Center Tutors and Academic Department Tutors

    ERIC Educational Resources Information Center

    Bailey, Geoffrey K.

    2010-01-01

    Peer tutoring at the postsecondary level has been studied extensively, particularly over the last twenty years. Peer tutoring programs are common across institutional type and size in the United States (Boylan, Bonham, Bliss, & Saxon, 1995; Maxwell, 2001) given students' preferences for tutors who share age and status similarity (Cohen, 1986;…

  6. Pathways to Youth Empowerment and Community Connectedness: A Study of Youth-Adult Partnership in Malaysian After-School, Co-Curricular Programs.

    PubMed

    Zeldin, Shepherd; Krauss, Steven Eric; Kim, Taehan; Collura, Jessica; Abdullah, Haslinda

    2016-08-01

    After-school programs are prevalent across the world, but there is a paucity of research that examines quality within the "black box" of programs at the point of service. Grounded in current theory, this research examined hypothesized pathways between the experience of youth-adult partnership (youth voice in decision-making; supportive adult relationships), the mediators of program safety and engagement, and the developmental outcomes of youth empowerment (leadership competence, policy control) and community connectedness (community connections, school attachment). Surveys were administered to 207 ethnically diverse (47.3 % female; 63.3 % Malay) youth, age 15-16, attending after-school co-curricular programs in Kuala Lumpur, Malaysia. Results showed that youth voice in program decision-making predicted both indicators of youth empowerment. Neither youth voice nor supportive adult relationships was directly associated with community connectedness, however. Program engagement mediated the associations between youth-adult partnership and empowerment. In contrast, program safety mediated the associations between youth-adult partnership and community connectedness. The findings indicate that the two core components of youth-adult partnership-youth voice and supportive adult relationships-may operate through different, yet complementary, pathways of program quality to predict developmental outcomes. Implications for future research are highlighted. For reasons of youth development and youth rights, the immediate challenge is to create opportunities for youth to speak on issues of program concern and to elevate those adults who are able and willing to help youth exercise their voice. PMID:26092232

  7. Pedagogical Strategies for Human and Computer Tutoring.

    ERIC Educational Resources Information Center

    Reiser, Brian J.

    The pedagogical strategies of human tutors in problem solving domains are described and the possibility of incorporating these techniques into computerized tutors is examined. GIL (Graphical Instruction in LISP), an intelligent tutoring system for LISP programming, is compared to human tutors teaching the same material in order to identify how the…

  8. Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in an Indigenous Tertiary Entry Program

    ERIC Educational Resources Information Center

    Makuwira, Jonathan

    2008-01-01

    This research examined different ways in which tutors of mathematics approach their tutoring among Indigenous students enrolled in the Tertiary Entry Program (TEP) at Central Queensland University's Indigenous Learning, Spirituality and Research Centre. The study sought to establish whether or not there were any differences between Indigenous and…

  9. After-School Program for urban youth: Evaluation of a health careers course in New York City high schools

    PubMed Central

    Holden, Lynne; Berger, Wallace; Zingarelli, Rebecca; Siegel, Elliot

    2015-01-01

    Mentoring in Medicine (MIM) addresses an urgent national need for minority health professionals and promotes careers in health care for urban youth. The MIM After School Program (ASP or The Course) has as its primary objectives to provide academic enrichment in human biology and motivate disadvantaged youth to pursue a career in the health professions. Secondary objectives of The Course, although not evaluated here, are to improve students’ health literacy and knowledge of healthy living behaviors. Since 2009, over 1500 middle and high school students have completed the New York City based Course, which is offered once a week over a 10 week semester in an out-of-school venue. This study assesses the success of The Course in achieving its primary objectives with 84 students at five New York City high schools during the fall 2014 semester. The Course curriculum was created especially for MIM, comprises the body’s 11 organ systems, and is presented in discrete modules (one each semester), along with complementary educational activities, including field trips and class projects. This study reports on a formal evaluation using quantitative and qualitative methods. The quantitative evaluation found that the students significantly increased their knowledge of the Gastrointestinal System. Students across the academic spectrum appeared to have learned the MIM ASP Course content – high school GPA was not a predictor of knowledge acquisition. The students also reported that The Course significantly increased their self-confidence in their ability to succeed (self-efficacy). The students expressed a significant increase in five health care related attitudes and an additional increase in their ability to overcome personal issues to succeed in their career and significantly improving their feeling toward, and likely pursuit of, a health career. The students stated that The Course significantly increased their interest and intent to seek out more information about health

  10. Reading Partners: The Implementation and Effectiveness of a One-on-One Tutoring Program Delivered by Community Volunteers. Policy Brief

    ERIC Educational Resources Information Center

    Jacob, Robin Tepper; Smith, Thomas J.; Willard, Jacklyn A.; Rifkin, Rachel E.

    2014-01-01

    This policy brief summarizes the positive results of a rigorous evaluation of Reading Partners, a widely used program that offers one-on-one tutoring provided by community volunteers to struggling readers in low-income elementary schools. A total of 1,265 students in 19 schools in three states were randomly assigned to receive Reading…

  11. Gifted Children as Tutors of Educable Mental Retardates. Mental Retardation Training Program Technical Report Series 68-1.

    ERIC Educational Resources Information Center

    Warner, Valerie A.

    Nine gifted fifth grade students received a 2-week training program, tutored 36 educable mentally retarded (EMR) first grade students for 12 weeks, and later gave responses on an attitude scale (as did 15 gifted nonparticipating controls). During training the experimental Ss were taught to use materials such as readiness books and a flannel board,…

  12. Technology Education Students: E-Tutors for School Children

    ERIC Educational Resources Information Center

    Johnson, Genevieve Marie; Bratt, Sharon E.

    2009-01-01

    E-tutoring refers to individualized learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a…

  13. An Intelligent Tutoring System.

    ERIC Educational Resources Information Center

    Corbett, Albert

    1988-01-01

    Discusses a research project that uses artificial intelligence techniques to help teach programing. Describes principles and implementation of the LISP Intelligent Tutoring System (LISPITS). Explains how the artificial intelligence technique was developed and possible future research. (MVL)

  14. The Promote Yourself Career Development Program. Worksheets/Tutor Tips. Faculty Student Association.

    ERIC Educational Resources Information Center

    State Univ. of New York, Brockport. Coll. at Brockport.

    The worksheets and tutor tips included in this document were created to tutor the employees of the Faculty Student Association at the State University of New York College at Brockport. They contain general objectives for all workers as well as those related to their jobs in operating the dining rooms at the university. The materials list 39 job…

  15. The Promote Yourself Career Development Program. Worksheets/Tutor Tips. Physical Plant.

    ERIC Educational Resources Information Center

    State Univ. of New York, Brockport. Coll. at Brockport.

    The worksheets and tutor tips included in this document were created to tutor the physical plant employees at the State University of New York College at Brockport. They contain general objectives for all workers as well as those related to their jobs in maintenance of the buildings and grounds of the university. The materials list 44 job…

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

    ERIC Educational Resources Information Center

    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…

  17. Reliable Assessment with CyberTutor, a Web-Based Homework Tutor.

    ERIC Educational Resources Information Center

    Pritchard, David E.; Morote, Elsa-Sofia

    This paper demonstrates that an electronic tutoring program can collect data that enables a far more reliable assessment of students' skills than a standard examination. Socratic electronic homework tutor, CyberTutor can integrate effectively instruction and assessment. CyberTutor assessment has about 62 times less variance due to random test…

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

    ERIC Educational Resources Information Center

    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…

  19. Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

    ERIC Educational Resources Information Center

    Hastmann, Tanis J.; Bopp, Melissa; Fallon, Elizabeth A.; Rosenkranz, Richard R.; Dzewaltowski, David A.

    2013-01-01

    Objective: To identify barriers and facilitators for improving the after-school organized physical activity (PA) and snack quality. Methods: After-school staff (Year 1, n = 20; Year 2, n = 17) participated in qualitative, semistructured interviews about the implementation of an after-school obesity prevention intervention. Interviews were…

  20. Exploring implementation of the 2010 Institute of Medicine’s Child and Adult Food Care Program recommendations for after-school snacks

    PubMed Central

    Nanney, Marilyn S; Glatt, Carissa

    2012-01-01

    Objective The aim of the present study was to explore the implementation of nutrition recommendations made in the 2010 Institute of Medicine (IOM) report, Child and Adult Care Food Program: Aligning Dietary Guidance for All, in school-based after-school snack programmes. Design A descriptive study. Setting One large suburban school district in Minneapolis, Minnesota, USA. Subjects None. Results Major challenges to implementation included limited access to product labelling and specifications inconsistent with the IOM’s Child and Adult Care Food Program (CACFP) recommendations, limited access to healthier foods due to current school district buying consortium agreement, and increased costs of wholegrain and lower-sodium foods and pre-packaged fruits and vegetables. Conclusions Opportunities for government and industry policy development and partnerships to support schools in their efforts to promote healthy after-school food environments remain. Several federal, state and industry leadership opportunities are proposed: provide product labelling that makes identifying snacks which comply with the 2010 IOM CACFP recommended standards easy; encourage compliance with recommendations by providing incentives to programmes; prioritize the implementation of paperwork and technology that simplifies enrolment and accountability systems; and provide support for food safety training and/or certification for non-food service personnel. PMID:22050891

  1. 45 CFR 2522.940 - What are the requirements for a program in which AmeriCorps members serve as tutors?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... content are high-quality and research-based, consistent with the instructional program of the local... individuals with expertise in tutoring; and (e) Provide specialized high-quality and research-based,...

  2. 45 CFR 2522.940 - What are the requirements for a program in which AmeriCorps members serve as tutors?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... content are high-quality and research-based, consistent with the instructional program of the local... individuals with expertise in tutoring; and (e) Provide specialized high-quality and research-based,...

  3. The Back-Up Brigade: Volunteer Tutors Lend a Hand.

    ERIC Educational Resources Information Center

    Grindstaff, Gordon

    1981-01-01

    Describes three tutoring centers--two in churches, one in an office building--where adults from the community provide voluntary after-school help to children from Chicago's disadvantaged Cabrini Green housing project. (SJL)

  4. Preservice Teachers' First Experiences Teaching Astronomy: Challenges in Designing and Implementing Inquiry-Based Astronomy Instruction for Elementary Students in After School Programs

    NASA Astrophysics Data System (ADS)

    Plummer, J. D.

    2012-08-01

    This study examined preservice teachers' pedagogical content knowledge (PCK) in designing astronomy investigations for children. Fifteen pairs of preservice teachers taught groups of children in after school programs once a week for five weeks; their assignment was to guide the children in a multi-day inquiry investigation about astronomy. Pre- and post-program content assessments and five lesson plans from each pair were analyzed using a mixed-methods approach to understand the successes and challenges in developing PCK by new teachers in this domain. Findings suggest that while most preservice teachers were able to implement inquiry investigations in elementary astronomy topics, many also struggled to successfully connect a scientific question to an explanation based on evidence. A correlation between the teachers' content knowledge and the sophistication of their investigation plan was found.

  5. After-School and Beyond: A 15-Year History of TASC (The After-School Corporation)

    ERIC Educational Resources Information Center

    Fiester, Leila

    2014-01-01

    In 1998, George Soros and Herb Sturz seized an opportunity to significantly improve children's lives by founding The After-School Corporation (TASC). They believed that increasing the quality and availability of after-school programs, with the ultimate goal of changing public policy, could transform the potential for many New York City kids who…

  6. Engaging Students as Tutors, Trainers, and Leaders

    ERIC Educational Resources Information Center

    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…

  7. Assessing the 21st Century After-School Program and the Educational Gains of LEP Participants: A Contextual Approach

    ERIC Educational Resources Information Center

    Ward, Carol; Gibbs, Benjamin G.; Buttars, Rilee; Gaither, Patricia Grace; Burraston, Bert

    2015-01-01

    This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type--even…

  8. Family MAASAI (Maintaining African-American Survival Achievement Integrity) Rites of Passage After-School Prevention Program. Operational Manual.

    ERIC Educational Resources Information Center

    Ford, Jerome, Comp.; Jackson, Anthony, Comp.; James, D'Borah, Comp.; Smith, Bryce, Comp.; Robinson, Luke, Comp.; Cherry, Jennifer, Comp.; Trotter, Jennie, Comp.; Harris, Archie, Comp.; Lenior, Sheila, Comp.; Bellinger, Mary Anne, Comp.

    Family MAASAI is a multiservice substance abuse prevention and intervention program for African American at-risk urban youth. The program commemorates the Maasai people of Africa and uses MAASAI as an acronym that stands for Maintaining African American Survival, Achievement, and Integrity. Cultural awareness, pride, and respect for self, elders,…

  9. Hours of Opportunity, Volume 3: Profiles of Five Cities Improving After-School Programs through a Systems Approach. Technical Report

    ERIC Educational Resources Information Center

    McCombs, Jennifer Sloan; Bodilly, Susan J.; Orr, Nate; Scherer, Ethan; Constant, Louay; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  10. Hours of Opportunity, Volume 2: The Power of Data to Improve After-School Programs Citywide. Monograph

    ERIC Educational Resources Information Center

    McCombs, Jennifer Sloan; Orr, Nate; Bodilly, Susan J.; Naftel, Scott; Constant, Louay; Scherer, Ethan; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  11. Memories of GAMES: Exploring the Long-Term Impacts of After-School Museum Programming on Girls' Attitudes Towards Science

    NASA Astrophysics Data System (ADS)

    Snow, Sarah Elizabeth

    The purpose of this study is to investigate any lasting impacts of the University of Colorado Museum of Natural History's Girls at the Museum Exploring Science (GAMES) Program. Using assessment document analysis, student focus groups, and adult interviews, this study examined whether students' positive associations with science continue after completion of the program and whether the program affects the academic and career choices of past participants. Results from the analysis suggest that GAMES has a generally positive impact on participant attitudes towards science in both the short- and long-term. These results also support existing research in identifying key factors in the success of the program including hands-on activities, exposure to diverse careers and female role models, and the incorporation of authentic objects and experiences. These factors of success can contribute to the evidence base about the role of informal education programs in increasing science participation among women, as well as ways in which schools and universities can collaborate to effectively serve populations that are traditionally underrepresented in the sciences.

  12. Preadolescence Female Development through Sport and Physical Activity: A Case Study of an Urban After-School Program

    ERIC Educational Resources Information Center

    Bruening, Jennifer E.; Dover, Kydani M.; Clark, Brianna S.

    2009-01-01

    Youth development research has found that children become more engaged and benefit more from being incorporated as decision makers. Thus participation helps promote development and encourages engagement. Based in theories of engagement and free-choice learning, the current research focused on a program combining sport/physical activity, life…

  13. Gathering Evidence on an After-School Supplemental Instruction Program: Design Challenges and Early Findings in Light of NCLB

    ERIC Educational Resources Information Center

    Chatterji, Madhabi; Kwon, Young Ae; Sng, Clarice

    2006-01-01

    The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of…

  14. The Journey of a Science Teacher: Preparing Female Students in the Training Future Scientists after School Program

    ERIC Educational Resources Information Center

    Robinson-Hill, Rona M.

    2013-01-01

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed…

  15. Instructional Aspects of Intelligent Tutoring Systems.

    ERIC Educational Resources Information Center

    Pieters, Jules M., Ed.

    This collection contains three papers addressing the instructional aspects of intelligent tutoring systems (ITS): (1) "Some Experiences with Two Intelligent Tutoring Systems for Teaching Computer Programming: Proust and the LISP-Tutor" (van den Berg, Merrienboer, and Maaswinkel); (2) "Some Issues on the Construction of Cooperative ITS" (Kanselaar,…

  16. Intelligent Tutoring Systems in Science Education: The Coming Generation of Computer-Based Instructional Programs.

    ERIC Educational Resources Information Center

    Klopfer, Leopold E.

    1986-01-01

    Surveys the present status of science instructional software in the United States. Describes project efforts at the University of Pittsburgh on the development of intelligent tutoring systems (ITS). Explains the major components and provides microworld examples of ITS. Includes the software evaluation instrument and summarizes the evaluation…

  17. Evaluating Math Recovery: Assessing the Causal Impact of a Diagnostic Tutoring Program on Student Achievement

    ERIC Educational Resources Information Center

    Smith, Thomas M.; Cobb, Paul; Farran, Dale C.; Cordray, David S.; Munter, Charles

    2013-01-01

    Mathematics Recovery (MR) is designed to identify first graders who are struggling in mathematics and provide them with intensive one-to-one tutoring. We report findings from a 2-year evaluation of MR conducted in 20 elementary schools across five districts in two states. The design allowed for the estimation of the counterfactual growth…

  18. Tutoring Older Adults in Literacy Programs. Literacy Education for the Elderly Project.

    ERIC Educational Resources Information Center

    Jacobs, Bella; Ventura-Merkel, Catherine

    This booklet is designed to sensitize volunteer literacy tutors to the special needs and interests of illiterate older learners. It also gives useful tips for creating successful and self-rewarding learning experiences. The first section on the world of older adults with literacy problems describes some of the characteristics of this group. In the…

  19. Patterns of peer tutoring in nursing.

    PubMed

    Blowers, Sally; Ramsey, Priscilla; Merriman, Carolyn; Grooms, Janelle

    2003-05-01

    Peer tutoring in higher education is an effective strategy for promoting academic gains. Within nursing, peer tutoring has been used in the clinical setting, but little information is available regarding its use across the nursing curriculum. A peer tutoring program was created at a regional Appalachian university to meet the needs of students with poor academic backgrounds and multiple risk factors for failure. As the program naturally evolved, students moved beyond the time-honored one-on-one model. Many tutoring patterns developed including dyad, small group, large group, skill based, assignment based, and question based. Qualitative evaluation data from the program revealed that each pattern required different tutor skills, involved varied tutor-tutoree relationships, focused on different outcomes, and had certain advantages and disadvantages. All tutoring patterns contributed to improved academic skills and performance. PMID:12769424

  20. Urban youths' hybrid positioning in science practices at the margin: a look inside a school-museum-scientist partnership project and an after-school science program

    NASA Astrophysics Data System (ADS)

    Rahm, Jrène

    2008-04-01

    In what ways do urban youths' hybridity constitute positioning and engagement in science-as-practice? In what ways are they "hybridizing" and hence surviving in a system that positions them as certain types of learners and within which they come to position themselves often as other than envisioned? To answer these questions, I draw from two ethnographic case studies, one a scientist-museum-school partnership initiative, and the other, an after-school science program for girls only, both serving poor, ethnically and linguistically diverse youth in Montreal, Canada. Through a study of the micro dialectics from the perspective of youth, I show what we can learn from examples of doing science in a formal and informal educational context supportive of marginalized science practices resembling in part, at least, science-as-practice. Through an integration of the findings with current discourses of relevance in science education such as funds of knowledge and youth centered, co-opted science, I contribute to the formulation of a global pedagogy of science education and in particular, what such may imply in the eyes of youth in French Canada.

  1. Marketized Private Tutoring as a Supplement to Regular Schooling: Liberal Studies and the Shadow Sector in Hong Kong Secondary Education

    ERIC Educational Resources Information Center

    Chan, Claudia; Bray, Mark

    2014-01-01

    Around the world, increasing numbers of students receive after-school private supplementary tutoring. Such tutoring may be provided through informal channels or by companies, and it may be received one-to-one, in small groups or in large classes. The tutoring is commonly called shadow education since its content mimics that of regular schooling.…

  2. Literacy Tutoring Handbook

    ERIC Educational Resources Information Center

    Siljander, Raymond P.; Reina, Jacqueline A.; Siljander, Roger A.

    2005-01-01

    This book investigates the depth of the illiteracy problem in the United States and the rationale and administration of a literacy-learning program. Based on some of the latest reading research, the authors provide a comprehensive up-to-date look at literacy tutoring. Following an introduction to the illiteracy problem, the book focuses on…

  3. A Typology of Approaches to Peer Tutoring: Unraveling Peer Tutors' Behavioural Strategies

    ERIC Educational Resources Information Center

    Berghmans, Inneke; Neckebroeck, Fanny; Dochy, Filip; Struyven, Katrien

    2013-01-01

    Peer tutors' behaviour has been stated to have the power to create and increase learning opportunities within peer tutoring programs. However, previous studies have shown that peer tutors struggle to adopt facilitative and constructivist-oriented strategies, as they lean more towards directive and knowledge-telling strategies. This study aims…

  4. Art + Technology Integration: Developing an After School Curriculum

    ERIC Educational Resources Information Center

    Betts, J. David

    2003-01-01

    More than three million children in the United States participate in some type of after school program (National Study, 1993) offering wide-ranging benefits to children, their families and the community (Pederson, et al, 1998). After school programs of many descriptions provide responsible adult supervision for youth, constructive activities and…

  5. What Matters, What Works: Advancing Achievement after School

    ERIC Educational Resources Information Center

    Public/Private Ventures, 2008

    2008-01-01

    This brief provides highlights from "Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative." The brief underscores the potential of after-school programs in the ongoing drive to advance children's academic achievement. It shines a light on some of the issues that matter most for programs striving to…

  6. The Impact of Web Conferencing Training on Peer Tutors' Attitudes toward Distance Education

    ERIC Educational Resources Information Center

    Dvorak, Johanna; Roessger, Kevin

    2012-01-01

    This study investigated the attitudes of peer tutors who received web conferencing training in preparation for synchronous online tutoring. A quasi-experimental design was employed to evaluate changes in peer tutors' attitudes toward distance learning following participation in an online tutor training program. Peer tutors were found to have: (a)…

  7. Success in tutoring electronic troubleshooting

    NASA Technical Reports Server (NTRS)

    Parker, Ellen M.

    1990-01-01

    Two years ago Dr. Sherrie Gott of the Air Force Human Resources Laboratory described an avionics troubleshooting tutor being developed under the Basic Job Skills Research Program. The tutor, known as Sherlock, is directed at teaching the diagnostic procedures necessary to investigate complex test equipment used to maintain F-15 fighter aircraft. Since Dr. Gott's presentation in 1987, the tutor has undergone field testing at two Air Force F-15 flying wings. The results of the field test showed that after an average of 20 hours on the tutor, the 16 airmen in the experimental group (who average 28 months of experience) showed significant performance gains when compared to a control group (having a mean experience level of 37 months) who continued participating in the existing on-the-job training program. Troubleshooting performance of the tutored group approached the level of proficiency of highly experienced airmen (averaging approximately 114 months of experience), and these performance gains were confirmed in delayed testing six months following the intervention. The tutor is currently undergoing a hardware and software conversion form a Xerox Lisp environment to a PC-based environment using an object-oriented programming language. Summarized here are the results of the successful field test. The focus is on: (1) the instructional features that contributed to Sherlock's success; and (2) the implementation of these features in the PC-based version of the avionics troubleshooting tutor.

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

    ERIC Educational Resources Information Center

    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…

  9. Use of SPARK to Promote After-School Physical Activity

    ERIC Educational Resources Information Center

    Herrick, Heidi; Thompson, Hannah; Kinder, Jennifer; Madsen, Kristine A.

    2012-01-01

    Background: The after-school period is potentially an important venue for increasing physical activity for youth. We sought to assess the effectiveness of the Sports, Play, and Recreation for Youth (SPARK) program to increase physical activity and improve cardiorespiratory fitness and weight status among elementary students after school. Methods:…

  10. The Research-Based Model Partnership Education Program: A 4-Year Outcome Study.

    ERIC Educational Resources Information Center

    Tucker, Carolyn M.; Herman, Keith C.; Reid, Alaycia D.; Keefer, Nikki L.; Vogel, David L.

    1998-01-01

    Evaluated the four-year outcome of the Research-Based Model Partnership in Education Program, an after-school tutoring and adaptive-skills training program for mostly low-achieving, low-income African-American students. Computerized school records provided academic and social data. Results indicated that four-year participants had higher grade…

  11. Ocean Literacy After-School

    NASA Astrophysics Data System (ADS)

    Hlinka, Lisa

    2016-04-01

    Ocean Literacy is a topic that is often underrepresented in secondary school science curriculum. To combat this deficit, our School has partnered up with Hudson River Community Sailing (HRCS), a local organization in New York City that offers an after-school program to high-need high school students in the surrounding community. This organization has developed a 9th grade Sail Academy which allows students from participating public high schools to increase their proficiency in math and science by learning basic sailing, navigation, and boat building. Upon successfully completing the 9th grade Sail Academy curriculum, students enter the "First Mates Program" which offers a scaffolded set of youth development experiences that prepare students for college, career, leadership, and stewardship. This program is built in the context of a new Ocean Literacy Curriculum focused around 3 major topics within Ocean Literacy: Marine Debris, Meteorology, and Ecology (specifically water quality). The learning experiences include weekly data collection of marine debris, weather conditions, and water quality testing in the Hudson River adjacent to the HRCS Boathouse. Additionally there are weekly lessons engaging students in the fundamentals of each of the 3 topics and how they are also important in the lens of sailing. During the marine debris portion of the curriculum students identify sources of marine debris, impacts on the local environment, and study how debris can travel along the ocean currents leading in to larger garbage gyres. To supplement the curriculum, students embarked on a day trip to the Newtown Creek Wastewater Treatment Facility in Brooklyn, NY to learn how and where NYC receives its drinking water, how wastewater is treated, and how water quality in the local area can be easily influenced. While on the trip, students did their data collection of marine debris, weather conditions, and water quality testing at Newtown Creek, and then they compared their results

  12. How to Make Cross-Age Tutoring Work.

    ERIC Educational Resources Information Center

    Berliner, David; Casanova, Ursula

    1986-01-01

    The Pause, Prompt, and Praise method of tutor training has been used successfully to train older children and parents to provide remedial reading instruction. Tips for putting together a cross-age tutoring program are given. (MT)

  13. Developmental Process Model for the Java Intelligent Tutoring System

    ERIC Educational Resources Information Center

    Sykes, Edward

    2007-01-01

    The Java Intelligent Tutoring System (JITS) was designed and developed to support the growing trend of Java programming around the world. JITS is an advanced web-based personalized tutoring system that is unique in several ways. Most programming Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS,…

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

    ERIC Educational Resources Information Center

    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…

  15. Evaluating Computer-Tutors: A Protocol Study.

    ERIC Educational Resources Information Center

    Strickland, James

    A protocol study investigated whether computer tutors (programs that interactively guide writers while they freewrite with a word processing program) promote or hinder a richer understanding of the composing process. The analysis focused on writers' attitudes toward computer tutors in the invention process. Data were collected by tape recording a…

  16. How to Get out of the Prisoners' Dilemma: Educational Resource Allocation and Private Tutoring

    ERIC Educational Resources Information Center

    Yu, Hongxia; Ding, Xiaohao

    2011-01-01

    This paper analyzes the behavior of families in China regarding private tutoring, applying game theory to its discussion of their actions. It finds that families will definitely give their children private tutoring after school in order to obtain better educational opportunities in situations where the distribution of educational resources is…

  17. Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods

    ERIC Educational Resources Information Center

    Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Che-Ching; Liang, Tyne

    2011-01-01

    As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching…

  18. Tutoring with Technology

    ERIC Educational Resources Information Center

    Wood, Charles L.; Mackiewicz, Sara M.; Van Norman, Renee K.; Cooke, Nancy L.

    2007-01-01

    Peer tutoring is an evidence-based strategy used across a wide range of age groups and settings. Teachers may find it challenging to successfully pair students for tutoring because the tutor must be able to evaluate the tutee's response as correct or incorrect. This article describes four examples of electronic devices that prompt tutors to…

  19. Less May Be More: Rethinking Adult Literacy Volunteer Tutor Training

    ERIC Educational Resources Information Center

    Belzer, Alisa

    2006-01-01

    This study analyzed the relation between volunteer tutor training and reading instruction in 4 adult literacy programs. The data focus on tutors' choices of reading materials and strategies for assisting in the development of comprehension and word identification skills. Tutor training did not always transfer to practice, and it did not always…

  20. Peer Tutoring: A New Look at a Popular Practice.

    ERIC Educational Resources Information Center

    Berliner, David; Casanova, Ursula

    1988-01-01

    A recent cost-benefit analysis was made of reduced class size, increased instructional time, computer-assisted instruction, and peer or cross-age tutoring. Tutoring turned out to have the greatest effect on student learning and to be the most cost effective. Implementation of a successful tutoring program is described. (MT)

  1. Closed Circuit Television in Adult Tutor Training.

    ERIC Educational Resources Information Center

    Fey, Susan

    1980-01-01

    Describes a program in which closed circuit television (CCTV) is used to provide adult tutor training. The CCTV is used in two ways: (1) as part of an inservice training course to explore teaching methods; and (2) to let tutors see themselves as their students see them. (CT)

  2. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  3. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  4. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  5. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  6. 28 CFR 544.83 - Inmate tutors.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Inmate tutors. 544.83 Section 544.83 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT EDUCATION Education, Training and Leisure-Time Program Standards § 544.83 Inmate tutors. Institutions may establish...

  7. A Comparison of Peer and Tutor Feedback

    ERIC Educational Resources Information Center

    Hamer, John; Purchase, Helen; Luxton-Reilly, Andrew; Denny, Paul

    2015-01-01

    We report on a study comparing peer feedback with feedback written by tutors on a large, undergraduate software engineering programming class. Feedback generated by peers is generally held to be of lower quality to feedback from experienced tutors, and this study sought to explore the extent and nature of this difference. We looked at how…

  8. Job Search Workbook. Tutor Manual.

    ERIC Educational Resources Information Center

    Spence, Mary Catherine

    This manual is intended to assist tutors participating in a program to help nonreaders develop job search skills. The first two sections give an overview of the program and present general guidelines for working with students. Detailed suggestions are provided for working with students in sessions addressing the following questions: Am I ready to…

  9. Youth Tutoring Youth. Final Report.

    ERIC Educational Resources Information Center

    National Commission on Resources for Youth, Inc., New York, NY.

    A new type of Neighborhood Youth Corps (NYC) job station was tested by the National Commission on Resources for Youth, Inc. The objective of this demonstration project was to explore the feasibility and value of establishing a "model" in-school NYC program whereby disadvantaged youth work as tutors for younger children. The program model, "Youth…

  10. Training of Distance Education Tutors at Wawasan Open University: One Semester Later

    ERIC Educational Resources Information Center

    Ng, Wai-Kong; Kong, Sow-Lai

    2008-01-01

    With a revised protocol for interviewing new tutors, Wawasan Open University (WOU) has continued its tutor training program for the second semester of operations. Having experienced working with the first cohort of tutors for semester 1, year 2007 it is evident that we have more confidence and appreciation for tutor training to support WOU's…

  11. Developing Sound Tutor Training for Online Writing Centers: Creating Productive Peer Reviewers.

    ERIC Educational Resources Information Center

    Breuch, Lee-Ann M. Kastman; Racine, Sam J.

    2000-01-01

    Provides an overview--especially for administrators, developers, and tutors new to electronic tutoring environments--of issues and considerations unique to online tutoring that training programs need to address. Discusses three aspects of online tutoring: appreciating text-only environments, developing procedures for responding online, and…

  12. Mediating equity in shared water between community and industry: The effects of an after school program that addresses adolescents' knowledge, attitudes, and perceptions of water science and environmental issues

    NASA Astrophysics Data System (ADS)

    Patton, Mary Chandler

    This critical ethnography deconstructs how one participant researcher came to understand young adults' changing knowledge about water science and environmental issues in an after school program in Colombia. The program intended to empower self-identified young community leaders by teaching participants to engage community members in discourse related to how environmental factors impact one's level of health and quality of life. The data presented in this study illustrate how student participants responded to long-term teacher engagement and to particular curricular components that included hands-on science teaching and social justice coaching. I assessed how student interest in and knowledge of local water ecology and sanitation infrastructure changed throughout the program. Students' responses to the use of technology and digital media were also included in the analysis. The data demonstrates a dramatic change in student's attitudes and perceptions related to their environment and how they feel about their ability to make positive changes in their community.

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

    ERIC Educational Resources Information Center

    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,…

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

    ERIC Educational Resources Information Center

    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…

  15. Youth Tutoring Youth; Supervisor's Manual.

    ERIC Educational Resources Information Center

    National Commission on Resources for Youth, Inc., New York, NY.

    Part one of this manual introduces the supervisor to the Youth Tutoring Youth program and outlines his particular responsibilities; the outline also provides a guide to seven resource chapters in part two which contain specific information about how to fulfill the responsibilities. Through the resource chapters, information on the following…

  16. Detention Home Teens as Tutors: A Cooperative Cross-Age Tutoring Pilot Project

    ERIC Educational Resources Information Center

    Lazerson, David B.

    2005-01-01

    Concerned professionals in the juvenile justice field frequently express concern for effective programs that help youth offenders successfully rejoin society. This mixed-method pilot study involved detention home teens functioning as tutors for special education students in a public school. Tutors were selected who, based on previous assessment as…

  17. Preparing Tutors to Hit the Ground Running: Lessons from New Tutors' Experiences

    ERIC Educational Resources Information Center

    Calma, Angelito

    2013-01-01

    Tutor development is an essential part of academic staff development, yet is comparatively under-researched. This article examines what tutors value as most and least important in a program. Using data from more than 300 participants in three years, and using the dimensions or worth, merit and success as an analytical framework, the article…

  18. Project Achievement: An After-School Success Story.

    ERIC Educational Resources Information Center

    Mercure, Christine M.

    1993-01-01

    To improve its school failure rate, a Virginia intermediate school instituted Project Achievement, a privately funded program helping at-risk students complete homework assignments. Structured into three one-hour sessions featuring tutoring, interdisciplinary study groups, and special activities, the project is immensely popular. During the summer…

  19. The Appreciative Tutor

    ERIC Educational Resources Information Center

    Grogan, Jenna

    2011-01-01

    Maximizing student potential requires explicit (yet flexible) guidelines for tutors and advisors. Many tutors enhance student potential by utilizing an effective process known as the "The Tutoring Cycle," which promotes content knowledge and facilitates independent success (MacDonald, 2000). Similarly, when students attend advising sessions in…

  20. Training Students To Tutor.

    ERIC Educational Resources Information Center

    Harrison, Grant Von; And Others

    Objectives of a four-phase study were (1) the discovery of relevant tutoring techniques when upper-grade elementary students tutor first-grade children who are having difficulty with sentence equations; (2) the empirical validation of the specified tutoring techniques identified; (3) the development and validation of an instrument for assessing a…

  1. Tutors for a University.

    ERIC Educational Resources Information Center

    Styler, W. E.

    The pamphlet describes the system developed at Hull University for providing tutors for adult education, and analyzes the use of full-time and part-time tutors. These tutors are responsible for teaching courses, generally shorter in duration than a standard academic course, and geared for adults not in school rather than for university students.…

  2. Strategic Tutor Monitoring.

    ERIC Educational Resources Information Center

    Chee-kwong, Kenneth Chao

    1996-01-01

    Discusses effective tutor monitoring strategies based on experiences at the Open Learning Institute of Hong Kong. Highlights include key performance and strategic control points; situational factors, including tutor expectations and relevant culture; Theory X versus Theory Y leadership theories; and monitoring relationships with tutors. (LRW)

  3. America's After-School Choice: The Prime Time for Juvenile Crime, or Youth Enrichment and Achievement.

    ERIC Educational Resources Information Center

    Newman, Sanford A.; Fox, James Alan; Flynn, Edward A.; Christeson, William

    Noting that after-school programs have the potential to reduce not only juvenile crime but also later adult crime, this report examines the needs for after-school programs, the impact of such programs on youth, and the importance of quality programming. Following an executive summary, the report is presented in six chapters. Chapter 1 details…

  4. Selected Characteristics of TUTOR Programs Produced in ARPA-Sponsored PLATO Projects.

    ERIC Educational Resources Information Center

    Francis, Larry; And Others

    This document reports on a study of several characteristics of the Computer Based Education (CBE) lessons written at military training sites whose CBE projects were sponsored by the Defense Advanced Research Projects Agency (ARPA). The purposes of the study were (1) to demonstrate the potential of computer-based scanning of CBE programs as a means…

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

    ERIC Educational Resources Information Center

    Targ, Joan

    1981-01-01

    Describes the development of the Computer Tutor project in Palo Alto, California, a computer literacy pilot program in which tutors are used to teach high school students and other interested persons computer programing. (JJD)

  6. The Effects of a Peer Tutoring Intervention Program on the Reading Levels of Underachieving Fifth Grade Students.

    ERIC Educational Resources Information Center

    Perry, Marie J.

    A practicum addressed the cognitive and affective needs of underachieving fifth grade students in a suburban school in southwest Florida. Twelve fifth grade students (the target group) were paired with same age tutors who provided supplemental reading instruction four times a week over a 12-week period. They also participated in weekly…

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

    ERIC Educational Resources Information Center

    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. Examining the Quality of 21st Century Community Learning Center After-School Programs: Current Practices and Their Relationship to Outcomes

    ERIC Educational Resources Information Center

    Paluta, Lauren M.; Lower, Leeann; Anderson-Butcher, Dawn; Gibson, Allison; Iachini, Aidyn L.

    2016-01-01

    Although many youths participate in afterschool programs, the research is unclear about which aspects of afterschool program quality contribute most to positive outcomes. This article examines the relationship among quality and outcomes of 21st Century Community Learning Centers (CLCCs) afterschool programs, as perceived by 3,388 stakeholders from…

  9. Three High School After-School Initiatives: Lessons Learned

    ERIC Educational Resources Information Center

    Barr, Sarah; Birmingham, Jennifer; Fornal, Jennifer; Klein, Rachel; Piha, Sam

    2006-01-01

    Little attention has been paid to older youth in the recent expansion of school-based after-school programs. High school clubs and community-based programs have existed for years, but many have struggled to sustain the participation of teens. Alarmed by the large numbers of high school-age youth who are disengaged at school and leaving high school…

  10. Programas despues de las horas de clase: Manteniendo a los ninos seguros y aprendiendo (After-School Programs: Keeping Children Safe and Smart).

    ERIC Educational Resources Information Center

    Chung, An-Me

    This document explains the advantages of afterschool programs for students and describes the components that make them successful. The major benefits from such programs are increased safety for children, a reduction in risk taking among children participating, and improved learning. Among the elements that characterize high quality afterschool…

  11. Hours of Opportunity, Volume 1: Lessons from Five Cities on Building Systems to Improve After-School, Summer School, and Other Out-of-School-Time Programs. Monograph

    ERIC Educational Resources Information Center

    Bodilly, Susan J.; McCombs, Jennifer Sloan; Orr, Nate; Scherer, Ethan; Constant, Louay; Gershwin, Daniel

    2010-01-01

    High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

  12. Outcome-Based Community-Schools Partnerships: The Impact of the After-School Programs on Non-Academic and Academic Indicators.

    ERIC Educational Resources Information Center

    Munoz, Marco A.

    Afterschool programs enable inner city public schools to plan, implement, or expand projects that benefit the educational, health, social services, cultural, and recreational needs of the community. This study investigated the impact of afterschool programs on various non-cognitive and cognitive measures (e.g., attendance, suspensions, and grade…

  13. A Model for Peer Tutoring in the Medical School Setting.

    ERIC Educational Resources Information Center

    Walker-Bartnick, Leslie A.; And Others

    1984-01-01

    A program providing successful peer tutoring in nine of 10 basic science courses in the first two years of medical school is described, and the management of such a program is discussed. Positive program effects on both tutors and students in academic difficulty are emphasized. (MSE)

  14. Learning from the "Little Guys": What Do Middle and High School Preservice Teachers Learn from Tutoring Elementary Students?

    ERIC Educational Resources Information Center

    Massey, Dixie D.; Lewis, Jan

    2011-01-01

    As teacher educators, we continue to focus on tutoring experiences as ways to help tutors connect coursework to practice. This study presents a preservice tutoring program designed to provide a field-based experience where the tutors would be able to (a) learn about literacy instruction, (b) use a multitude of assessment data rather than…

  15. Technological Learning after School: A Study of the Communication Dimensions of Technological Literacy in Three Informal Education Programs for Female and Minority Youth

    ERIC Educational Resources Information Center

    Cunningham, Carolyn Michelle

    2009-01-01

    This dissertation asks how the communication dimensions of technological literacy are understood in three informal education programs in Texas that aim to bridge the digital divide for female and low-income minority youth. Technological literacy is a prerequisite for economic, political, and cultural equality, yet different rationales for…

  16. A Tutor Handbook for Student Support Services. Operation Success.

    ERIC Educational Resources Information Center

    de Silva, Deema; And Others

    This handbook provides assistance for tutors in Operation Success, a program to provide limited-income and first-generation college students with academic support services to enable them to persist and graduate from Wichita State University (Kansas). The program provides an interconnected series of academic support services; peer tutoring is…

  17. Identity Development in TAs and Tutors: From Preparation to Practice

    ERIC Educational Resources Information Center

    Bright, Alison Sarah

    2010-01-01

    This study examines how graduate teaching assistants of composition and peer and professional tutors of writing develop their identities as teacher and tutors in preparation programs. Research in teacher education programs indicates that when preparatory sessions highlight the concept of teacher identity in the preparation of K-12 teacher…

  18. Making the Science Literacy Connection: After-School Science Clubs

    ERIC Educational Resources Information Center

    Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

    2004-01-01

    Children make discoveries spontaneously while participating in hands-on science learning experiences. The students in this study were attending an after-school science program that was organized around authentic literacy activities and hands-on science learning experiences related to the theme of wetlands. Literacy connections formed natural…

  19. When It's Just You After School

    MedlinePlus

    ... Homework? Here's Help White House Lunch Recipes When It's Just You After School KidsHealth > For Kids > When It's Just You After School Print A A A ... are sometimes called "latchkey" kids. This nickname got its start in the 1940s, during World War II. ...

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

    ERIC Educational Resources Information Center

    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,…

  1. Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor

    PubMed Central

    Paslawski, Teresa; Kearney, Ramona; White, Jonathan

    2013-01-01

    Introduction Problem-based learning (PBL) is resource-intensive, particularly as it relates to tutors for small group learning. This study explores the factors that contributed to tutor participation in PBL in a medical training program, examining tutor recruitment and retention within the larger scope of teacher satisfaction and motivation in higher education. Method From 2007 to 2010, following the introduction of new PBL-based curriculum in undergraduate medical education, all faculty members serving as tutors were invited to attend an interview as part of this study. Semi-structured interviews approximately one hour in length were conducted with 14 individuals- 11 who had tutored in PBL within the Faculty of Medicine and Dentistry and 3 faculty members who had chosen not to participate in PBL. Thematic analysis was employed as the framework for analysis of the data. Results Seven factors were identified as affecting recruitment and retention of tutors in the undergraduate medical education program. Discussion We suggest that identification and strengthening of the factors that promote tutor recruitment and retention may serve to strengthen PBL initiatives and, furthermore, may increase our understanding of motivation by academics in other aspects of medical education. PMID:26451200

  2. Tutoring Your Child.

    ERIC Educational Resources Information Center

    Cohn, Joanne

    The parents' role as teacher is important to a child's learning process. Parents tutoring their children are advised to remain positive and patient, be aware of the child's feelings, keep the tutoring time short, select a quiet place away from distractions, use games and manipulative objects rather than more abstract experiences, etc. Informal…

  3. Computer Tutors Get Personal

    ERIC Educational Resources Information Center

    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…

  4. Goodwill Literacy Tutor Handbook. Fourth Edition.

    ERIC Educational Resources Information Center

    Clarke, Mallory

    This document consists of eight sections. The first section contains the mission statement of the Goodwill Literacy program, a description of the program, statistics on literacy, and the answers to questions tutors are commonly asked. Section 2 contains statements from students in the program obtained in February 1988, a description of students in…

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

    ERIC Educational Resources Information Center

    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…

  6. A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?

    ERIC Educational Resources Information Center

    Chuang, Hsueh-Hua

    2013-01-01

    This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped…

  7. Peer Tutoring and Social Dynamics in Higher Education

    ERIC Educational Resources Information Center

    Colvin, Janet W.

    2007-01-01

    Peer tutoring in Higher Education is being used with increasing frequency to aid in student learning, motivation, and empowerment. Although an extensive body of research documents the efficacy of such programs, it exhibits a surprising lack of awareness of the social dynamics involved. This study focuses on peer tutors and students as they…

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

    ERIC Educational Resources Information Center

    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…

  9. A Hypermedia Computer-Aided Parasitology Tutoring System.

    ERIC Educational Resources Information Center

    Theodoropoulos, Georgios; Loumos, Vassili

    A hypermedia tutoring system for teaching parasitology to college students was developed using an object oriented software development tool, Knowledge Pro. The program was designed to meet four objectives: knowledge incorporation, tutoring, indexing of key words for Boolean search, and random generation of quiz questions with instant scoring. The…

  10. A Problem Solving Tutor for Introductory Genetics in Turbo Pascal.

    ERIC Educational Resources Information Center

    Browning, Mark E.; Lehman, James D.

    1988-01-01

    Discusses the development and field testing of a prototype genetics tutor program for microcomputers written in Turbo Pascal. A preliminary field test with undergraduates is described that was used as formative evaluation, and suggestions are given for designing a more effective tutor that uses additional intelligent computer-assisted instruction…

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

    ERIC Educational Resources Information Center

    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…

  12. Peer Tutoring with Child-Centered Play Therapy Language

    ERIC Educational Resources Information Center

    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…

  13. An Intelligent Tutoring System for Introductory C Language Course.

    ERIC Educational Resources Information Center

    Song, J. S.; And Others

    1997-01-01

    This discussion of intelligent tutoring systems (ITS) focuses on a description of C-Tutor, a knowledge-based ITS for novice C programmers. The program analyzer, which is a compound of a reverse engineering system and a didactic system, is explained, and implementation and evaluation is discussed. (LRW)

  14. Tutor Training for the American Reads Challenge: Omaha Public Schools.

    ERIC Educational Resources Information Center

    Arnold, Michael L.

    This report describes the 1999-2000 work of the Omaha Public School Tutoring Program, one recipient of a Mid-continent Research for Education and Learning (McREL) grant to support the Department of Education's America Reads Challenge Initiative. McREL was charged with issuing and monitoring four subcontracts with tutoring partnerships to provide…

  15. Hands Off: Ten Techniques for Tutoring on Word Processors.

    ERIC Educational Resources Information Center

    Morgan, M. C.

    This paper presents 10 techniques for tutoring college-level writing students on word processors. Good teaching and tutoring techniques enable writers rather than simply demand compliance. A good technique: must not rely on a fancy word processing program; will take advantage of the basic word processing functions; will ask that the writer do…

  16. Qualities that Attract Urban Youth to After-School Settings and Promote Continued Participation

    ERIC Educational Resources Information Center

    Strobel, Karen; Kirshner, Ben; O'Donoghue, Jennifer; McLaughlin, Milbrey Wallin

    2008-01-01

    Background/Context: Studies carried out over the last two decades have established structured after-school programs as significant contexts for adolescent development. Recent large-scale evaluations of after-school initiatives have yielded mixed results, finding some impact on adolescents' attitudes toward school but limited impact on their…

  17. Academics After-School Style: Informal, Experiential Approaches to Learning, with Flexibility Built in, Are Ideal

    ERIC Educational Resources Information Center

    Weisburd, Claudia

    2005-01-01

    Many adults today consider the hours after school to be an opportunity for students to squeeze in a little more help with schoolwork. For most children, though, that final bell rings freedom. The last thing they want is more school, and faced with an after-school program that looks like an extension of their school day, they'll opt out.…

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

    PubMed Central

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

    2016-01-01

    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. PMID:26793014

  19. Peer Tutoring in a Writing Workshop.

    ERIC Educational Resources Information Center

    Smith, Mark Edward

    This study describes in detail the synthesis of two relatively new, widely accepted and critically approved teaching methods, writing workshops and peer tutoring programs, in a coordinated program designed to improve student writing skills and attitudes. After tracing the origin of this experiment to specific concerns about the use of standard…

  20. Let the Kids Help One Another: A Model Training and Evaluation System for the Utlization of Peer Tutors with Special Needs Students in Vocational Education.

    ERIC Educational Resources Information Center

    Asselin, Susan B.; Vasa, Stanley F.

    Because of its benefits to classroom teachers, tutors, and tutees, peer tutoring as a strategy for instructing handicapped students in vocational education is gaining in popularity. Several factors are important to the successful implementation of a peer tutoring program, including administrative support, assessment of tutoring needs, and…

  1. Effects of Structure Strategy Instruction Delivered to Fifth-Grade Children Using the Internet with and without the Aid of Older Adult Tutors.

    ERIC Educational Resources Information Center

    Meyer, Bonnie J. F.; Middlemiss, Wendy; Theodorou, Elena; Brezinski, Kristen L.; McDougall, Janet; Bartlett, Brendan J.

    2002-01-01

    Assesses the impact of using the structure strategy as a base for an intergenerational Internet tutoring program in which older adults provided Internet-based tutoring for 5th-grade students. Both tutors and children in the structure strategy group with tutors increased strategy use, total and main idea recall, and self-efficacy. Findings have…

  2. Making Failure Pay: For-Profit Tutoring, High-Stakes Testing, and Public Schools

    ERIC Educational Resources Information Center

    Koyama, Jill P.

    2010-01-01

    A little-discussed aspect of the No Child Left Behind Act (NCLB) is a mandate that requires failing schools to hire after-school tutoring companies--the largest of which are private, for-profit corporations--and to pay them with federal funds. "Making Failure Pay" takes a hard look at the implications of this new blurring of the boundaries between…

  3. Twenty-first century learning after school: the case of Junior Achievement Worldwide.

    PubMed

    Box, John M

    2006-01-01

    Efforts to increase after-school programming indicate the nation's concern about how youth are engaged during out-of-school time. There are clear benefits to extending the learning that goes on during the school day. Research from the U.S. Departments of Education and Justice shows that after-school participants do better in school and have stronger expectations for the future than youth who are not occupied after school. And the need is evident: 14.3 million students return to an empty house after school, yet only 6.5 million children are currently enrolled in after-school programs. If an after-school program were available, parents of 15.3 million would enroll their child. JA Worldwide began in 1919 and has been rooted in the afterschool arena from its origins. Its after-school programs teach students about the free enterprise system through curriculum focusing on business, citizenship, economics, entrepreneurship, ethics and character, financial literacy, and career development. At the same time, JA Worldwide incorporates hands-on learning and engagement with adults as role models, both key elements to a successful after-school program. Now focused on developing curriculum emphasizing skills needed for the twenty-first century, JA adopted the key elements laid out for after-school programs by the Partnership for 21st Century Skills. To ensure that the next generation of students enters the workforce prepared, America's education system must provide the required knowledge, skills, and attitudes. Programs such as JA Worldwide serve as models of how to provide the twenty-first century skills that all students need to succeed. PMID:17017264

  4. National Household Education Surveys Program. Electronic Codebook and Data Files. Early Childhood Program Participation, Before- and After-School Programs and Activities, Adult Education and Lifelong Learning [CD-ROM].

    ERIC Educational Resources Information Center

    National Center for Education Statistics (ED), Washington, DC.

    The National Household Education Surveys Program (NHES) is an ongoing project of the National Center for Education Statistics that uses random-digit-dial sampling and computer-assisted telephone interviewing to conduct studies on important education issues. There are three NHES data sets on this CD-ROM, which also contains the electronic codebook…

  5. Project PAL Resources. Procedures Manual. Tutor Training Manual. Tutor Handbook.

    ERIC Educational Resources Information Center

    Centre County Vocational-Technical School, Pleasant Gap, PA. CIU 10 Bi-County Development Center for Adults.

    This document contains the final report of Project PAL (Pennsylvania Adult Literacy), designed to address staff development needs at a Pennsylvania adult literacy center, and three manuals: a tutor training resource manual for use by coordinators in developing a 9.5 hour tutor-training session, a tutor handbook for volunteers, and a coordinator's…

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

    ERIC Educational Resources Information Center

    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…

  7. My Science Tutor: A Conversational Multimedia Virtual Tutor

    ERIC Educational Resources Information Center

    Ward, Wayne; Cole, Ron; Bolaños, Daniel; Buchenroth-Martin, Cindy; Svirsky, Edward; Weston, Tim

    2013-01-01

    My Science Tutor (MyST) is an intelligent tutoring system designed to improve science learning by elementary school students through conversational dialogs with a virtual science tutor in an interactive multimedia environment. Marni, a lifelike 3-D character, engages individual students in spoken dialogs following classroom investigations using…

  8. Virtual Tutoring and Student Support Systems

    ERIC Educational Resources Information Center

    Geary, Jennifer Lee

    2005-01-01

    Virtual tutoring and student support systems may be pivotal in developing opportunities of equality and of outcome for students who study at a distance. Cookson (2002) mentions that it is important to assist students to have access to study programs. Cookson (2002) elaborates upon this and states, "If access is to be equitable, once they are…

  9. Evaluating Math Recovery: Investigating Tutor Learning

    ERIC Educational Resources Information Center

    Green, Sarah Elizabeth; Smith, Thomas

    2010-01-01

    The goal of the overall study was to evaluate the potential of Math Recovery (MR), a pullout, one-to-one tutoring program, to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap by enabling them to achieve at the level of their higher-performing peers in the regular mathematics…

  10. Aspects of Tutor and Writing Ability

    ERIC Educational Resources Information Center

    Zaidin, M. Arifin

    2015-01-01

    The purpose of this study is to assess the correlation between aspects of tutor and the students' basic writing outcomes of the Elementary School Teacher Education at the Distance Learning Program Unit, Open University of Palu. This is ex post facto correlation with the population research of 387 people and the total sample of 100 people. This…

  11. Factors Affecting the Tutoring Process.

    ERIC Educational Resources Information Center

    Hartman, Hope J.

    1990-01-01

    Analyzes factors internal to the tutor and tutee (i.e., cognition, metacognition, and affect) and external to them (e.g., teacher/tutor background knowledge, educational environment, content to be learned, socioeconomic status, family background, and cultural forces) that influence the tutoring process. Suggests a theoretical framework for…

  12. A Special Kind of Tutor

    ERIC Educational Resources Information Center

    Anderson, Linda Brown

    2007-01-01

    Tutoring has long been recognized as superior to group instruction, especially for students with special needs. Tutors can adapt instruction to the learner's pace, learning style and level of understanding. Feedback and correction are immediate. Basic misunderstandings can be quickly identified and corrected. Tutoring also has emotional benefits:…

  13. Adult Academy Tutor Training Manual.

    ERIC Educational Resources Information Center

    Isserlis, Janet; And Others

    This handbook is for volunteer tutors, student interns, and VISTA volunteers working with adult basic education (ABE) and English-as-a-Second-Language (ESL) learners. The community-based handbook contains information about adult literacy and tutoring--what tutors do, who the learners are, and how the literacy learning process works. Introductory…

  14. Mentoring and Tutoring by Students.

    ERIC Educational Resources Information Center

    Goodlad, Sinclair, Ed.

    This book provides an international, current account of the developments of mentoring and tutoring by students in tertiary and secondary education. Included are research reviews, case studies of mature projects, and ideas for new uses of student tutoring and mentoring. Chapter titles are as follows: "Students as Tutors and Mentors" (Sinclair…

  15. NCLB Tutoring outside the Box

    ERIC Educational Resources Information Center

    Hoff, David J.

    2008-01-01

    This article describes one community-based nonprofit group that provides free tutoring to poor children under the No Child Left Behind (NCLB) law. Unlike most other tutoring sessions under the law, the one at Erie Neighborhood House, a social-services agency in Chicago, is not happening in a school building or at a corporate tutoring outlet. Those…

  16. The desktop interface in intelligent tutoring systems

    NASA Technical Reports Server (NTRS)

    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.

  17. Tutoring at a Distance, Online Tutoring and Tutoring in Second Life

    ERIC Educational Resources Information Center

    Hawkridge, David; Wheeler, Matthew

    2010-01-01

    Research into tutoring at a distance has a fairly long history and the functions of tutors in distance education institutions are well understood. Over the past 20 years research into online tutoring has advanced significantly as such institutions have "gone electronic": in this paper we cite published research from the UK Open University.…

  18. HOP'N after-school project: an obesity prevention randomized controlled trial

    PubMed Central

    2010-01-01

    Background This paper reports the primary outcomes of the Healthy Opportunities for Physical Activity and Nutrition (HOP'N) after-school project, which was an effectiveness trial designed to evaluate the prevention of childhood obesity through building the capacity of after-school staff to increase physical activity (PA) and fruit and vegetable (FV) opportunities. Methods We conducted a three-year, nested cross-sectional group randomized controlled effectiveness trial. After a baseline assessment year (2005-2006), schools and their after-school programs were randomized to the HOP'N after-school program (n = 4) or control (n = 3), and assessed for two subsequent years (intervention year 1, 2006-2007; intervention year 2, 2007-2008). Across the three years, 715 fourth grade students, and 246 third and fourth grade after-school program participants were included in the study. HOP'N included community government human service agency (Cooperative Extension) led community development efforts, a three-time yearly training of after-school staff, daily PA for 30 minutes following CATCH guidelines, a daily healthful snack, and a weekly nutrition and PA curriculum (HOP'N Club). Child outcomes included change in age- and gender-specific body mass index z-scores (BMIz) across the school year and PA during after-school time measured by accelerometers. The success of HOP'N in changing after-school program opportunities was evaluated by observations over the school year of after-school program physical activity sessions and snack FV offerings. Data were analyzed in 2009. Results The intervention had no impact on changes in BMIz. Overweight/obese children attending HOP'N after-school programs performed 5.92 minutes more moderate-to-vigorous PA per day after intervention, which eliminated a baseline year deficit of 9.65 minutes per day (p < 0.05) compared to control site overweight/obese children. Active recreation program time at HOP'N sites was 23.40 minutes (intervention year 1

  19. Out-of-School Research Meets After-School Policy. Out-of-School Time Policy Commentary #1

    ERIC Educational Resources Information Center

    Pittman, Karen; Yohalem, Nicole; Wilson-Ahlstrom, Alicia

    2002-01-01

    The past five years have seen a ground swell in public attention and public policy aimed at increasing the availability of after-school programs for children and young teens during the "risk" hours when safety, supervision and homework are a top concern. Popularly called "after-school," these programs represent a new and growing variation on the…

  20. Investigating Peer Tutoring

    ERIC Educational Resources Information Center

    Mynard, Jo; Almarzouqi, Iman

    2006-01-01

    This article gives an overview of a piece of qualitative research conducted at a women's university in the United Arab Emirates. The aim of the study was to evaluate the English language peer tutoring programme in order to highlight benefits and challenges, and to make informed improvements. The study drew particularly on participant perceptions…

  1. Intelligent Tutoring Systems.

    ERIC Educational Resources Information Center

    Ross, Peter

    1987-01-01

    Discusses intelligent tutoring systems (ITS), one application of artificial intelligence to computers used in education. Basic designs of ITSs are described; examples are given including PROUST, GREATERP, and the use of simulation with ITSs; protocol analysis is discussed; and 38 prototype ITSs are listed. (LRW)

  2. The Effects of Peer Tutoring between Domestic and International Students: The Tutor System at Japanese Universities

    ERIC Educational Resources Information Center

    Lassegard, James P.

    2008-01-01

    International students often require extracurricular assistance upon arrival in the host country. Many universities operate programs pairing international and domestic students for academic and adjustment assistance. The tutor system operating at Japanese national universities has similar objectives. Although the literature has highlighted several…

  3. Creating Theory: Moving Tutors to the Center.

    ERIC Educational Resources Information Center

    Dinitz, Sue; Kiedaisch, Jean

    2003-01-01

    Presents three tutors' contributions to writing center theory. Shows how writing center theory can be enriched by including tutor voices and perspectives. Discusses the importance of including tutors in the construction of writing center theory. (SG)

  4. Prevalence and Psychosocial Correlates of After-School Activities among Chinese Adolescents in Hong Kong

    PubMed Central

    Ma, Cecilia M. S.; Shek, Daniel Tan Lei

    2014-01-01

    Using a cross-sectional design, this study (a) explores the prevalence of after-school activities among Chinese early adolescents and (b) assesses the relationships between participation in after-school activities, personal well-being, and family functioning. A total of 3,328 Grade 7 students (mean age = 12.59 years, SD = 0.74) completed a self-administered questionnaire. Results showed that the majority of adolescents returned home under adult supervision. Further analyses showed the associations between after-school activities, positive youth development qualities, academic and school competence, family functioning, and risky behavior. Implications regarding efforts aimed at designing high quality and structured after-school youth programs are discussed. PMID:25309895

  5. Marketable Job Skills for High School Students: What We Learned from an Evaluation of after School Matters

    ERIC Educational Resources Information Center

    Alexander, Kendra P.; Hirsch, Barton J.

    2012-01-01

    This article summarizes findings from an experimental evaluation of After School Matters (ASM), a paid, apprenticeship-based, after-school program in Chicago for high school students. Analysis of quantitative data from a mock job interview revealed that ASM participants did not demonstrate more marketable job skills than youth in the control…

  6. The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level

    PubMed Central

    Dunton, Genevieve; Ebin, Vicki J.; Efrat, Merav W.; Efrat, Rafael; Lane, Christianne J.; Plunkett, Scott

    2014-01-01

    Objective The present study investigates the extent to which a refundable tax credit could be used to increase low income children's after-school physical activity levels. Methods An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary school-age children (n=130) for enrollment in after-school physical activity programs. A randomized-controlled design was used, with data collected at baseline, immediately following the four month intervention (post-intervention), and six-weeks after the end of the intervention (follow-up). Evaluation measures included: (a) enrollment rate, time spent, weekly participation frequency, duration of enrollment and long term enrollment patterns in after-school physical activity programs; and (b) moderate-to-vigorous physical activity (MVPA). Results The simulated tax credits did not significantly influence low- income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at post-intervention or follow-up. Conclusion The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low- income child in a qualified program, or improvements to programming and infrastructure. PMID:25184738

  7. Accountability for After-School Care: Devising Standards and Measuring Adherence to Them.

    ERIC Educational Resources Information Center

    Beckett, Megan; Hawken, Angela; Jacknowitz, Alison

    As the number of after-school programs has expanded, states are increasingly interested in information that helps in the design, selection, and management of such programs. With the sponsorship of Stone Soup Child Care Programs in California, the RAND Child Policy Project and the Promising Practices Network was commissioned to measure adherence of…

  8. The Expansion of the After School Study Centers for Disadvantaged Public and Nonpublic School Pupils.

    ERIC Educational Resources Information Center

    Lohman, Maurice A.

    Evaluated is an extended school day program initiated with Elementary and Secondary Education Act, Title I, funds. To alleviate learning difficulties faced by disadvantaged children in the classroom, this after school program provided additional teacher time, attention, and instruction. The program offered tutorial services in reading and…

  9. Youth Historians in Harlem: An After-School Blueprint for History Engagement through the Historical Process

    ERIC Educational Resources Information Center

    Goldenberg, Barry M.

    2016-01-01

    This manuscript, written with the educator in mind, describes the Youth Historians in Harlem (YHH) program, a twenty-week after-school history program that engaged urban students in history by immersing them in aspects of the historical process. Throughout the program, a group of Black male high school students were apprenticed as historical…

  10. Improving Educational Opportunities for the Adult Basic Education Student with a Specific Learning Disability: One to One Volunteer Tutor Program. A 310 Special Demonstration Project.

    ERIC Educational Resources Information Center

    Edwards, Lois F.; Bell, Bernadette S.

    This manual describes the implementation of a demonstration project at Daytona Beach Community College (DBCC) to: (1) develop an individual education plan to enable adult students with a specific learning disability to reach an 8th grade level of proficiency; (2) recruit volunteers and train them as tutors; and (3) develop a series of in-service…

  11. Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders

    ERIC Educational Resources Information Center

    Chambers, Bette; Abrami, Philip; Tucker, Bradley; Slavin, Robert E.; Madden, Nancy A.; Cheung, Alan; Gifford, Richard

    2008-01-01

    This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphie's Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with animated presentations and engaging activities. In a yearlong study involving 25 schools using the Success…

  12. Enhancing the Quality of Tutorials through Peer-Connected Tutor Training

    ERIC Educational Resources Information Center

    Calma, Angelito; Eggins, Mark

    2012-01-01

    This paper investigates how a peer-connected tutor training program can lead to quality enhancement by helping tutors to develop more effective teaching strategies and promoting better learning approaches among business students. It uses 2007-2010 evaluation data from 343 program participants from accounting, economics, finance and management and…

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

    ERIC Educational Resources Information Center

    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.…

  14. Tutoring Middle School Students with Disabilities by High School Students: Effects on Oral Reading Fluency

    ERIC Educational Resources Information Center

    Lingo, Amy Shearer

    2014-01-01

    This study evaluated the effectiveness of high school tutors' implementation of "Great Leaps Reading" (Campbell, 1998), a reading fluency supplementary instructional program. The program consists of three sections: phonics, sight word phrases, and story passages. Daily 15-minute tutoring sessions involved repeated 1-minute timings of…

  15. Parental After-School Stress and Psychological Well-Being

    ERIC Educational Resources Information Center

    Barnett, Rosalind Chait; Gareis, Karen C.

    2006-01-01

    The mismatch between employed parents' work schedules and their children's school schedules creates the structural underpinning for an as-yet-unstudied stressor, namely, parental after-school stress, or the degree of parents' concern about their children's welfare after school. We estimate the relationship between parental after-school stress and…

  16. Tutor-Trainers' Resource Handbook; Part A.--Reading Directors' Organizational Guidelines, Part B.--Tutor-Trainers' Guidelines, and Part C.--Teacher-Orientation Guidelines.

    ERIC Educational Resources Information Center

    Office of Education (DHEW), Washington, DC. Right to Read Program.

    The intent of this handbook is to provide guidelines for tutor-trainers, reading directors, and the community coordinators who need help in organizing programs for training reading tutors. The handbook is divided into three parts. "Reading Directors' Organizational Guidelines" is intended to give direction necessary to form the support group for…

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

    ERIC Educational Resources Information Center

    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,…

  18. On Being an Online Tutor.

    ERIC Educational Resources Information Center

    Barker, Philip

    2002-01-01

    Introduces and discusses a model of teaching and learning that can be used as a basis for building new types of educational infrastructure based upon the use of Web-based resources, peer group interaction and online tutoring. Discusses the special role that e-tutoring plays within online courses and outlines some of the implications of this…

  19. Tutor Reference Manual. Second Edition.

    ERIC Educational Resources Information Center

    Clark, John T., Ed.; Williams, Ron, Jr., Ed.

    This manual, intended for use by tutors working with adults learning to read, offers a consolidated resource of specific instructional techniques and provides additional suggestions not covered in basic tutoring workshops. The manual summarizes a variety of approaches commonly used to instruct adults and provides background for three modes of…

  20. Stupid Tutoring Systems, Intelligent Humans

    ERIC Educational Resources Information Center

    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,…

  1. The Unexpected Benefits of High School Peer Tutoring.

    ERIC Educational Resources Information Center

    Longwill, Amy Wildman; Kleinert, Harold L.

    1998-01-01

    Describes how high school peer tutoring programs can enhance educational outcomes, including increased academic performance, for students with and without moderate and severe disabilities. The role of such programs in educational restructuring is addressed, as is the way such programs can promote general education class participation and community…

  2. Cooperative Tutoring: Transforming Collaboration in the Writing Center

    ERIC Educational Resources Information Center

    Scharold, Dagmar Stuehrk

    2012-01-01

    Cooperative tutoring in a writing center setting consists of two tutors who work collaboratively with one student. It is a variation of one method of training new tutors, where the novice tutor observes the expert tutor during a tutoring session and eventually participates with the expert tutor. This study focused on the interactions between the…

  3. Safe and Smart: Making the After-School Hours Work for Kids.

    ERIC Educational Resources Information Center

    Pederson, Julie; de Kanter, Adriana; Bobo, Lynson Moore; Weinig, Katrina; Noeth, Kristyn

    After-school programs provide wide-ranging benefits to children, their families, and the whole community. This report focuses on the benefits children receive: increased safety, reduced risk-taking, and improved learning. Quality afterschool programs keep kids out of trouble, prevent crime, juvenile delinquency, school vandalism, and violent…

  4. To Teach: Discovering the Career Path from After-School to the Teaching Profession

    ERIC Educational Resources Information Center

    Klein Williams, Marcella

    2012-01-01

    The education system in California currently faces three major challenges--teacher shortage, lack of diversity in the teacher population in terms of gender and ethnicity, and a need for more effective teachers. After school programs have the potential of addressing all these challenges in a cost-effective manner. However, for these programs to…

  5. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

    ERIC Educational Resources Information Center

    Arbreton, Amy; Sheldon, Jessica; Bradshaw, Molly; Goldsmith, Julie

    2008-01-01

    This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play…

  6. Engineering intelligent tutoring systems

    NASA Technical Reports Server (NTRS)

    Warren, Kimberly C.; Goodman, Bradley A.

    1993-01-01

    We have defined an object-oriented software architecture for Intelligent Tutoring Systems (ITS's) to facilitate the rapid development, testing, and fielding of ITS's. This software architecture partitions the functionality of the ITS into a collection of software components with well-defined interfaces and execution concept. The architecture was designed to isolate advanced technology components, partition domain dependencies, take advantage of the increased availability of commercial software packages, and reduce the risks involved in acquiring ITS's. A key component of the architecture, the Executive, is a publish and subscribe message handling component that coordinates all communication between ITS components.

  7. Peer Tutoring at Colleges and Universities

    ERIC Educational Resources Information Center

    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…

  8. Building Resilience After School for Early Adolescents in Urban Poverty: Open Trial of Leaders @ Play.

    PubMed

    Frazier, Stacy L; Dinizulu, Sonya Mathies; Rusch, Dana; Boustani, Maya M; Mehta, Tara G; Reitz, Kristin

    2015-11-01

    Leaders @ Play is a park after-school program for urban middle school youth designed to leverage recreational activities for social emotional learning. Mental health and park staff co-facilitated sports and games to teach and practice problem solving, emotion regulation, and effective communication. Additional practice occurred during multi-family groups and summer internships as junior camp counselors. We examined feasibility and promise via an open trial (n = 3 parks, 46 youth, 100 % African American, 100 % low-income, 59 % female, M = 13.09 years old). Improvements in social skills and reductions in problem behaviors lend support to after school programs as a space for mental health promotion. PMID:25425012

  9. An experimental evaluation of the All Stars prevention curriculum in a community after school setting.

    PubMed

    Gottfredson, Denise C; Cross, Amanda; Wilson, Denise; Rorie, Melissa; Connell, Nadine

    2010-06-01

    This study tested the effectiveness of a prevention curriculum, All Stars, as implemented in a year-long school-based after school program and provides an independent replication of the effects of All Stars on targeted mediators and problem behaviors using an experimental methodology. Middle school students (N = 447) who registered for the after school program were randomly assigned to the experimental or control condition. The sample included approximately equal proportions of males and females, was 70% African American, and 59% of the students received subsidized meals at school. All Stars was delivered with reasonable integrity to the program design, although with lower quality than reported in earlier efficacy trials. However, actual student exposure to the program was lower than expected due to low levels of attendance in the after school program. Students who ever attended received an average of 16 h of All Stars instruction. Results showed no differences between the treatment and control students at post-test on any of the outcomes or mediators. Further, no positive effects were found for youths receiving higher dosage, higher quality program delivery, or both. Insufficient time to achieve high quality implementation in the after school context and potential deviancy training are suggested as reasons for the failure to replicate positive program effects. PMID:19859806

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

    ERIC Educational Resources Information Center

    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…

  11. Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina

    ERIC Educational Resources Information Center

    Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra

    2014-01-01

    The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project "From Child to Child: A Tutor-Child Literacy Program," that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by…

  12. A "Shared Repertoire" of Choices: Using Phenomenology to Study Writing Tutor Identity

    ERIC Educational Resources Information Center

    Friedrich, Tom

    2014-01-01

    Tutoring services often restrict their data collection and analysis practices to publicizing session counts and tutee GPAs. This study suggests that programs that offer writing consultation may enhance their sessions' epistemic power by researching their tutoring staff's instructional choices. After explaining why and describing how a…

  13. The Impact of Tutoring Attendance on the GPAs of Postsecondary Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Lock, Robin H.; Layton, Carol A.

    2008-01-01

    This study examined the relationship between GPAs and attendance at individualized tutoring sessions for 530 students with learning disabilities enrolled in a student support program. Student GPA and attendance records for individualized tutoring sessions identified two groups: four or fewer and five or more no shows over a nine-semester period.…

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

    ERIC Educational Resources Information Center

    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…

  15. Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities.

    PubMed

    Vadasy, P F; Jenkins, J R; Pool, K

    2000-01-01

    This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs. PMID:15495399

  16. Evaluating a School Primary Prevention Program.

    ERIC Educational Resources Information Center

    Jason, Leonard A.; And Others

    Peer tutoring programs represent an innovative approach for optimally utilizing resources existing within classrooms. While most tutoring programs are aimed at helping tutees or tutors with academic difficulties, this study involved all children in two classrooms in a peer tutoring project. A multiple baseline design indicated that prompting was…

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

    ERIC Educational Resources Information Center

    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…

  18. Identifying Training Needs of Novice Online English Language Tutors

    ERIC Educational Resources Information Center

    Rodriguez Buitrago, Carolina

    2013-01-01

    Online and blended learning are of growing interest in the English language learning community. In Colombia, national initiatives and policies promote online educational programs and online English courses specifically. As a result, new online tutors are constantly needed for new programs and courses offered by institutions as well as by private…

  19. An Intelligent Tutor for Intrusion Detection on Computer Systems.

    ERIC Educational Resources Information Center

    Rowe, Neil C.; Schiavo, Sandra

    1998-01-01

    Describes an intelligent tutor incorporating a program using artificial-intelligence planning methods to generate realistic audit files reporting actions of simulated users and intruders of a UNIX system, and a program simulating the system afterwards that asks students to inspect the audit and fix problems. Experiments show that students using…

  20. Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Final Evaluation, 1975-76 Program Year.

    ERIC Educational Resources Information Center

    McConnell, Beverly

    The early education program uses paraprofessional teachers to provide bilingual multicultural education to children of migrant and seasonal farm workers. The program operates on an interstate and interdistrict basis. Interstate migrant children from south Texas are followed from their home base community to northern locations. By working…

  1. Report to the Legislature: After-School and Out-of-School Time Quality Grant Report. Line Item 7061-9611

    ERIC Educational Resources Information Center

    Nellhaus, Jeffrey

    2008-01-01

    "A Progress Report to the Legislature: After-School and Out-of-School Time Quality Grant" is submitted pursuant to Chapter 61 of the Acts of 2007, line item 7061-9611. The Department is working to coordinate this state After School and Out-of-School Time (ASOST) grant program with other such programs in state organizations, such as the Departments…

  2. Making Games after School: Participatory Game Design in Non-Formal Learning Environments

    ERIC Educational Resources Information Center

    Clark, Kevin; Brandt, Jami; Hopkins, Rhonda; Wilhelm, Jason

    2009-01-01

    Participatory design principles were used with primarily African-American and Latino children in the Washington, DC area in the development of sports-themed digital game prototypes in an after-school program. The three stages in participatory design are the discovery stage, the evaluative stage, and prototyping. Within the participatory design…

  3. After-School Pursuits: An Examination of Outcomes in the San Francisco Beacon Initiative

    ERIC Educational Resources Information Center

    Walker, Karen E.; Arbreton, Amy J.A.

    2004-01-01

    The San Francisco Beacon Initiative (SFBI) has been in effect in the San Francisco Unified School District since 1996. A collaboration of public and private funders, SFBI operates comprehensive after-school programs in six middle schools, one elementary school and one high school. Public/Private Ventures' (P/PV's) evaluation found that SFBI…

  4. After-School Computer Clubhouses and At-Risk Teens

    ERIC Educational Resources Information Center

    Girod, Mark; Martineau, Joseph; Zhao, Yong

    2004-01-01

    KLICK! (Kids Learning In Computer Clubhouses!), a federally funded, after school, computer clubhouse operating in Michigan, is investigated as a means for supporting positive, engaging, and innovative after school activities for teens. A quasi-experimental, pre-test/post-test survey suggests that participating in KLICK! is differentially effective…

  5. Students' Attitudes toward an After-School Physical Activity Programme

    ERIC Educational Resources Information Center

    Agbuga, Bulent; Xiang, Ping; McBride, Ron

    2013-01-01

    Though considerable research on student attitudes has been conducted in physical education, little information exists concerning student attitudes toward after-school physical activity programmes. This study assessed students' attitudes toward their after-school physical activity programme located in southwest Texas, USA. Participants included 158…

  6. Investment in After-School Programs. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate. One Hundred Eighth Congress, First Session, Special Hearing (May 13, 2003).

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Senate Committee on Appropriations.

    This hearing considers the budget request by the Department of Education for fiscal year 2004 for the 21st Century Community Learning Centers Program. The request by the Department is for $600 million, a sharp reduction of last year's appropriation, which was $993 million. This is a program that serves approximately 1,300,000 students in 1,400…

  7. Applying and evaluating computer-animated tutors

    NASA Astrophysics Data System (ADS)

    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.

  8. Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors' Explanations and Questions

    ERIC Educational Resources Information Center

    Roscoe, Rod D.; Chi, Michelene T. H.

    2007-01-01

    Prior research has established that peer tutors can benefit academically from their tutoring experiences. However, although tutor learning has been observed across diverse settings, the magnitude of these gains is often underwhelming. In this review, the authors consider how analyses of tutors' actual behaviors may help to account for variation in…

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

    ERIC Educational Resources Information Center

    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…

  10. Does it Make a Difference? Investigating the Assessment Accuracy of Teacher Tutors and Student Tutors

    ERIC Educational Resources Information Center

    Herppich, Stephanie; Wittwer, Jorg; Nuckles, Matthias; Renkl, Alexander

    2013-01-01

    Tutors often have difficulty with accurately assessing a tutee's understanding. However, little is known about whether the professional expertise of tutors influences their assessment accuracy. In this study, the authors examined the accuracy with which 21 teacher tutors and 25 student tutors assessed a tutee's understanding of the human…

  11. Three Elements of Success: Attendance, Tutoring, and Advising

    ERIC Educational Resources Information Center

    Fowler, Paul

    2007-01-01

    Described as "tough love," Louisiana State University at Eunice's "Pathways to Success" program experienced success in its first two years by implementing mandatory placement, attendance, tutoring, and advising policies. Selected student successes and retention data are discussed, along with policies and some practical advice…

  12. Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis

    ERIC Educational Resources Information Center

    Ma, Wenting; Adesope, Olusola O.; Nesbit, John C.; Liu, Qing

    2014-01-01

    Intelligent Tutoring Systems (ITS) are computer programs that model learners' psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g., algebra, medicine, law, reading) to help learners acquire domain-specific, cognitive and metacognitive knowledge. A meta-analysis was conducted on…

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

    ERIC Educational Resources Information Center

    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…

  14. The Benefits of Peer Observation of Teaching for Tutor Development

    ERIC Educational Resources Information Center

    Bell, Amani; Mladenovic, Rosina

    2008-01-01

    Peer observation partnerships can help teachers improve their teaching practice, transform their educational perspectives and develop collegiality (Bell 2005). This paper describes the peer observation model used in the tutor development program in the Faculty of Economics and Business at the University of Sydney, and reports on the effectiveness…

  15. Evaluating the Effectiveness of Tutoring: An Easier Way

    ERIC Educational Resources Information Center

    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…

  16. Preparing Preservice Teachers to Implement Class Wide Peer Tutoring

    ERIC Educational Resources Information Center

    Maheady, Larry; Harper, Gregory F.; Mallette, Barbara; Karnes, Melinda

    2004-01-01

    This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils' academic performance. Participants learned to use Juniper Gardens Children's Project's Class Wide Peer Tutoring (CWPT) program through a two-hour workshop and with in class…

  17. Effective Tutoring in a PSI Course. Person vs. Computer.

    ERIC Educational Resources Information Center

    Herrmann, Thom

    The use of student proctors or tutors for a Personalized System of Instruction (PSI) has been considered essential; however, the cost of tutorial training programs may be prohibitive. In an attempt to develop an equivalent but less expensive alternative, students (N=219) participated in an evaluation of the use of a VAX computer system as a…

  18. Jumpin' Jaguars: Encouraging Physical Activity After School

    ERIC Educational Resources Information Center

    Erwin, Heather E.; Rose, Stephanie A.; Small, Sarah R.; Perman, Jay

    2016-01-01

    Many afterschool physical activity programs and curricula are available, but evaluation of their effectiveness is needed. Well-marketed programs such as the Child and Adolescent Trial for Cardiovascular Health (CATCH) Kids Club have shown limited effectiveness in increasing physical activity for participants in comparison to control groups.…

  19. Empirical Validation of Tutor-Training Procedures.

    ERIC Educational Resources Information Center

    Von Harrison, Grant; Cohen, Arthur M.

    The increasing use of upper-grade students as tutors for younger children has been viewed as a means of reducing the achievement gap that exists among culturally-disadvantaged children. However, research has indicated that the potential of such a tutorial arrangement is linked closely to the tutoring techniques used, and unless student tutors are…

  20. Reciprocal Tutoring: Design with Cognitive Load Sharing

    ERIC Educational Resources Information Center

    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…

  1. Intelligent tutoring systems for systems engineering methodologies

    NASA Technical Reports Server (NTRS)

    Meyer, Richard J.; Toland, Joel; Decker, Louis

    1991-01-01

    The general goal is to provide the technology required to build systems that can provide intelligent tutoring in IDEF (Integrated Computer Aided Manufacturing Definition Method) modeling. The following subject areas are covered: intelligent tutoring systems for systems analysis methodologies; IDEF tutor architecture and components; developing cognitive skills for IDEF modeling; experimental software; and PC based prototype.

  2. Multimedia Tutors for Science and Engineering.

    ERIC Educational Resources Information Center

    Woolf, Beverly Park; Poli, Corrado; Grosse, Ian; Day, Roberta

    We have built several multimedia tutors for science and engineering education. This paper discusses Design for Manufacturing tutors and an electronic homework systems used by over 2000 students daily. The engineering tutors instruct students on efficient procedures for designing parts for manufacture. The goal is to support a deeper understanding…

  3. Joining the Conversation: Scaffolding and Tutoring Mathematics

    ERIC Educational Resources Information Center

    Valkenburg, Jim

    2010-01-01

    Tutoring is one of those skills which require the ability to communicate an in-depth understanding of the subject. This article is about scaffolding while tutoring, and the tutoring talents described can be applied across the curriculum. Lev Vygotsky's ideas about communication and education play a key role in the development of scaffolding…

  4. Individualizing Education: A Guide for Tutors.

    ERIC Educational Resources Information Center

    Linder, Steven; Gordon, Rhonda Ellen

    A background manual for tutors explains and defines their role in a system of individualized education in some detail. Differences between the role of teacher and the role of tutor are analyzed. Methods of forestalling cheating and other "black-market operations" are discussed. Tutoring procedures are outlined and individualized education manuals…

  5. Enfoque en las horas despues del dia en escuela para la prevencion de violencia (Focus on After-School Time for Violence Prevention). ERIC Digest.

    ERIC Educational Resources Information Center

    Patten, Peggy; Robertson, Anne S.

    Perhaps 8 million children spend the after-school hours at home alone. In the absence of adult supervision, many of these youth are likely to engage in delinquent or other high-risk activities. This Spanish-language digest reveals research that suggests after-school programs can help to prevent youths from engaging in these activities in two ways:…

  6. The Quality of School-Age Child Care in After-School Settings. Research-to-Policy Connections No. 7

    ERIC Educational Resources Information Center

    Little, Priscilla M.

    2007-01-01

    This brief identifies the features of high-quality after-school settings that have emerged from the research and are reflected in program quality tools. It also examines key research linking program quality to positive developmental outcomes; it reviews current practice in program quality assessment; and it offers considerations for policymakers…

  7. From Heaven to Earth: The Story of Three Years in an After-School Center in an Industrial Park.

    ERIC Educational Resources Information Center

    Barden, Meg

    This paper describes a model of an after-school program for low-income suburban children of different ages (3-14 years). Housed in an industrial park, the program serves the children of both working and non-working parents and accepts into the program all children who apply for whom funding can be found. (This includes non-English speaking…

  8. Pilot Testing of a Student Volunteer Out-of-School Tutoring Service.

    ERIC Educational Resources Information Center

    Keen, Sadie S.

    This report describes a pilot program set up to test the feasibility of a student out-of-school tutoring service for 4th and 5th graders as a means of providing remedial instruction for potential dropouts. For testing purposes, a small-scale 5-session program was set up, using as tutors 9th through 12th grade volunteer students, from a local…

  9. Historical Roots, Rationales and Applications of Peer and Cross-Age Tutoring: A Basic Primer for Practitioners and Researchers.

    ERIC Educational Resources Information Center

    Stahl, Patricia C.; And Others

    This paper focuses on children helping children through peer and cross-age tutoring with special emphasis for programs serving the student remedial or special education setting. The historical roots of peer and cross-age tutoring are discussed. Explanations of the nature of the tutorial experience are presented, along with a discussion of the…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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 evidence-based…

  12. Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties

    ERIC Educational Resources Information Center

    Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Hamlett, Carol L.; Fletcher, Jack M.

    2008-01-01

    This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks.…

  13. IT1: An Interpretive Tutor.

    ERIC Educational Resources Information Center

    Melton, T. R.

    A computer-assisted instruction system, called IT1 (Interpretive Tutor), is described which is intended to assist a student's efforts to learn the content of textual material and to evaluate his efforts toward that goal. The text is represented internally in the form of semantic networks with auxiliary structures which relate network nodes to…

  14. Some Principles of Intelligent Tutoring.

    ERIC Educational Resources Information Center

    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)

  15. Wanted: Top-Notch Tutors.

    ERIC Educational Resources Information Center

    Joiner, Lottie L.

    2002-01-01

    Discusses the challenges facing school districts in hiring qualified tutors to provide supplemental services for low-income students in failing Title I schools under the provisions of the No Child Left Behind Act (NCLB). Describes the supplemental-services provision of NCLB. (PKP)

  16. College Online Peer Tutor Training.

    ERIC Educational Resources Information Center

    Blankenburg, Juele; Kariotis, Georgia

    This paper describes the development of a college online tutor training course at Oakton Community College (Illinois) that attempted to solve the difficulties of training without a loss of effective practice. The online designers had two special considerations in course construction: maintaining the pedagogical soundness of the course modules and…

  17. Supporting Volunteer Tutors: Five Strategies.

    ERIC Educational Resources Information Center

    Meyer, Valerie; Keefe, Donald

    1998-01-01

    According to natural-language theory, reading and writing are learned from whole to part, in meaningful contexts. Strategies based on this theory for literacy tutors to use include Characteristics of Good Readers; Apperceptive Interactive Method; Prime-O-Tec (repeated readings); Knows, Wants, Learned, Confused; and List It and Skip It. (SK)

  18. A New Intelligent Tutoring System

    ERIC Educational Resources Information Center

    Ford, Lindsey

    2008-01-01

    Early in 1984, Logica started an ICAI research contract with MoD (Procurement Executive), which was to be undertaken in collaboration with the technical authority at the Royal Signals and Radar Establishment, Malvern. A prototype system, which has become known as TUTOR, was scheduled for delivery to the client later in 1985. Initially, and for…

  19. Peer-Tutoring: Toward a New Model. ERIC Digest.

    ERIC Educational Resources Information Center

    Gartner, Audrey; Riessman, Frank

    The literature on peer tutoring indicates that gains for tutors often outdistance those of the students receiving help. Learning through teaching is a significant mechanism that provides an opportunity to reformulate and extend the use of peer tutoring. This digest discusses a new tutor-centered, peer tutoring model being designed at the Peer…

  20. AutoTutor Passes the Bystander Turing Test.

    ERIC Educational Resources Information Center

    Person, Natalie; Erkel, Mary; Graesser, Arthur C.

    In this study, the Bystander Turing Test (BTT) paradigm is used to determine whether participants rate particular dialog moves in tutoring transcripts to be generated by a computer tutor, AutoTutor, or by a skilled human tutor. Currently, AutoTutor initiates a conversation with the learner by posing a question or presenting a problem for the…

  1. Conversations with AutoTutor Help Students Learn

    ERIC Educational Resources Information Center

    Graesser, Arthur C.

    2016-01-01

    AutoTutor helps students learn by holding a conversation in natural language. AutoTutor is adaptive to the learners' actions, verbal contributions, and in some systems their emotions. Many of AutoTutor's conversation patterns simulate human tutoring, but other patterns implement ideal pedagogies that open the door to computer tutors eclipsing…

  2. Development of a personal-computer-based intelligent tutoring system

    NASA Technical Reports Server (NTRS)

    Mueller, Stephen J.

    1988-01-01

    A large number of Intelligent Tutoring Systems (ITSs) have been built since they were first proposed in the early 1970's. Research conducted on the use of the best of these systems has demonstrated their effectiveness in tutoring in selected domains. A prototype ITS for tutoring students in the use of CLIPS language: CLIPSIT (CLIPS Intelligent Tutor) was developed. For an ITS to be widely accepted, not only must it be effective, flexible, and very responsive, it must also be capable of functioning on readily available computers. While most ITSs have been developed on powerful workstations, CLIPSIT is designed for use on the IBM PC/XT/AT personal computer family (and their clones). There are many issues to consider when developing an ITS on a personal computer such as the teaching strategy, user interface, knowledge representation, and program design methodology. Based on experiences in developing CLIPSIT, results on how to address some of these issues are reported and approaches are suggested for maintaining a powerful learning environment while delivering robust performance within the speed and memory constraints of the personal computer.

  3. Two approaches to physics tutoring

    NASA Astrophysics Data System (ADS)

    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

  4. An After-School Program for Interpreting Local History

    ERIC Educational Resources Information Center

    Michels, Barbara J.; Maxwell, Debra K.

    2006-01-01

    In the spring of 2000, five Springfield, Missouri, elementary schools piloted the first semester of a WorldCom/Campus Compact Grant called "Students as Citizens: Linking Families, Schools, Communities and Universities to Enhance Learning through Technology." The grant title was later changed to "Discovering Springfield's First Century." This…

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

    PubMed Central

    Weber, Tobias; Hoffmann, Henriette

    2016-01-01

    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. Ideally

  6. Authoring Effective Embedded Tutors: An Overview of the Extensible Problem Specific Tutor (xPST) System

    ERIC Educational Resources Information Center

    Gilbert, Stephen B.; Blessing, Stephen B.; Guo, Enruo

    2015-01-01

    The Extensible Problem Specific Tutor (xPST) allows authors who are not cognitive scientists and not programmers to quickly create an intelligent tutoring system that provides instruction akin to a model-tracing tutor. Furthermore, this instruction is overlaid on existing software, so that the learner's interface does not have to be made from…

  7. "The Tutoring Experience"--The Use of a Handbook With Writing Lab Tutors.

    ERIC Educational Resources Information Center

    Shackett, Phyllis

    A writing lab director's rationale for the development and use of a tutors' handbook emphasizes its function as a time-saver for all those involved in the lab and as a morale builder for the tutors. The handbook relates information about the paperwork involved in the lab and about the definition, purpose, and advantages of tutoring. Other benefits…

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

    ERIC Educational Resources Information Center

    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…

  9. Tutoring as Transformative Work: A Phenomenological Case Study of Tutors' Experiences

    ERIC Educational Resources Information Center

    DeFeo, Dayna Jean; Caparas, Fawn

    2014-01-01

    Much scholarship about writing centers addresses benefits to students; this article instead explores the gains inherent in tutoring for the tutors themselves. Using a phenomenological methodology, this study analyzes reflective narratives from eight former writing center tutors in order to identify commonalities in their experiences. Although they…

  10. Scaffolding in the Writing Center: A Microanalysis of an Experienced Tutor's Verbal and Nonverbal Tutoring Strategies

    ERIC Educational Resources Information Center

    Thompson, Isabelle

    2009-01-01

    In this microanalysis, a university writing center conference with an experienced tutor and a student he has never met before is analyzed for the tutor's use of direct instruction, cognitive scaffolding, and motivational scaffolding. Along with verbal expressions of scaffolding, this analysis also considers the tutor's hand gestures--topic…

  11. Towards a New Pedagogy in the After-School Setting

    ERIC Educational Resources Information Center

    Saar, Tomas

    2014-01-01

    The voluntary after-school setting is a significant part of the educational system in Sweden and includes about 80% of the children from 6- to 9-years-old. The national curriculum stipulates that the setting should not carry on teaching, but provide a stimulating and safe environment and offer activities that support the development of values,…

  12. Students' and Teachers' Perceptions of after School Online Course

    ERIC Educational Resources Information Center

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  13. Design of an interactive accounting tutor. M.S. Thesis

    NASA Technical Reports Server (NTRS)

    Macko, J.

    1970-01-01

    A project to design an interactive program to teach accounting techniques is described. The four major goals of the project are discussed and a review of the literature on teaching machines and computer-assisted-instruction is included. The system is implemented on the CTSS time sharing system at M.I.T. and uses an ARDS graphic display. The software design of the system is described in detail. A typical session with the tutor is also described. Appendices include complete system documentation.

  14. Strong, smart and bold strategies for improving attendance and retention in an after-school intervention.

    PubMed

    Markoe Hayes, Suzanne; Chapple, Sabrina; Ramirez, Cristina

    2014-03-01

    The Volunteers of America Greater Los Angeles (VOALA) Girls Inc. program is implementing and rigorously evaluating its Preventing Adolescent Pregnancy curriculum as part of a demonstration grant to identify effective teen pregnancy prevention programs sponsored by the U.S. Department of Health and Human Services Office of Adolescent Health (OAH). A total of 517 participants from Title I urban middle and high schools were randomly assigned to either Preventing Adolescent Pregnancy (treatment) or Economic Literacy (control) in two cohorts. Programming occurred after school weekly at middle and high schools. Low attendance and loss of sample (attrition) are common challenges in after-school programming, negatively affecting both the ability of a program to be successful and the integrity of a randomized controlled trial. The current article discusses challenges encountered with recruitment, incentives, and school factors during a first cohort of youth and innovative implementation changes during a second cohort that resulted in increased attendance rates and decreased attrition rates. Commentary is provided by the OAH Project Officer as well as lessons learned after 2 years of implementing the program. PMID:24560079

  15. Marketable job skills for high school students: what we learned from an evaluation of After School Matters.

    PubMed

    Alexander, Kendra P; Hirsch, Barton J

    2012-01-01

    This article summarizes findings from an experimental evaluation of After School Matters (ASM), a paid, apprenticeship-based, after-school program in Chicago for high school students. Analysis of quantitative data from a mock job interview revealed that ASM participants did not demonstrate more marketable job skills than youth in the control group. Qualitative data suggested that the nature of interpersonal interactions and the degree of professional orientation in apprenticeships contributed to variation in marketable job skills across apprenticeships. The article considers the perspective of human resource professionals who participated in the evaluation and describes an interviewing skills curriculum developed in response to the evaluation findings. PMID:22826166

  16. "Mao Might Cheat": The Interactional Construction of the Imaginary Situation in a Fifth Dimension After-School Setting

    ERIC Educational Resources Information Center

    Poole, Deborah

    2011-01-01

    This article explores Vygtosky's (1978) notion of the imaginary situation through analysis of interaction and activity in a Fifth Dimension after-school setting, one of a network of programs designed with an aim to realize developmental concepts proposed by Vygotsky and others in the cultural-historical tradition (see, e.g., Cole & the Distributed…

  17. High School: The Next Frontier for After-School Advocates? Forum Focus. Volume 2, Issue 1, February 2004

    ERIC Educational Resources Information Center

    Yohalem, Nicole; Joselowsky, Francine; Davis, Kalisha; Ebbert, Virginia Lee

    2004-01-01

    As the issue of older youth and out-of-school time is gaining new attention across the country in the context of the after-school movement, it is important to remember that there are many programs for teens that operate in the out-of-school hours. This issue of Forum Focus documents a range of promising developments for capitalizing on the…

  18. Computer-Game-Based Tutoring of Mathematics

    ERIC Educational Resources Information Center

    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,…

  19. Authoring Model-Tracing Cognitive Tutors

    ERIC Educational Resources Information Center

    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…

  20. A French Vocabulary Tutor for the Web.

    ERIC Educational Resources Information Center

    Labrie, Gilles

    2000-01-01

    Discusses a project to design and implement a small French vocabulary tutor for the World Wide Web. Highlights salient features and design of the tutor and focuses on two variants of a module on technology-related vocabulary that were created using very straightforward html code and JavaScript. (Author/VWL)

  1. Computers as Tutors: MENDEL as an Example.

    ERIC Educational Resources Information Center

    Stewart, Jim; And Others

    1989-01-01

    Describes an intelligent tutoring system named MENDEL, including problem GENERATOR, TUTOR, student MODELER, ADVISOR, hypothesis CHECKER, and problem SOLVER. This software may be used by high school or university biology students as a tool for learning concepts and problem-solving strategies in transmission genetics. (YP)

  2. Plug-In Tutor Agents: Still Pluggin'

    ERIC Educational Resources Information Center

    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…

  3. Concentrating on Affective Feedforward in Online Tutoring

    ERIC Educational Resources Information Center

    Chen, Ya-Ting; Chou, Yung-Hsin; Cowan, John

    2014-01-01

    With considerable input from the student voice, the paper centres on a detailed account of the experiences of Western academic, tutoring Eastern students online to develop their critical thinking skills. From their online experiences together as tutor and students, the writers present a considered case for the main emphasis in facilitative online…

  4. Analysis of Cognitive Tutor Geometry Curriculum

    ERIC Educational Resources Information Center

    Bibi, Tauqir

    2010-01-01

    The Carnegie Learning Cognitive Tutor curricula are based on cognitive models, which include a representation of the learner's thinking, strategies, and misconceptions. The Cognitive Tutor curricula typically speed up learning and yield greater learning as compared to traditional math curricula (Morgan & Ritter, 2002; Sarkis, 2004; Koedinger,…

  5. From Coast to Coast: A Report on Tutor Training in Canada.

    ERIC Educational Resources Information Center

    Campbell, Pat

    Questionnaires on tutor training workshops were distributed to volunteers working within 46 Canadian community-based (CB) or voluntary programs; 56 percent of the programs responded. The study explored the distinguishing features of CB and volunteer literacy programs, terms used interchangeably. Questionnaires were mailed to all provinces and…

  6. Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 1, March 1974.

    ERIC Educational Resources Information Center

    McConnell, Beverly

    An early childhood education program for children of migrant and seasonal farm workers, the project provides a supplemental tutoring program, offered outside of regular school hours, by bilingual adult paraprofessionals who are former migrants or seasonal farm workers. Composed of a "mobile" and a "stationary" program, the project focuses on: (1)…

  7. Computer Aided Evaluation of Higher Education Tutors' Performance

    ERIC Educational Resources Information Center

    Xenos, Michalis; Papadopoulos, Thanos

    2007-01-01

    This article presents a method for computer-aided tutor evaluation: Bayesian Networks are used for organizing the collected data about tutors and for enabling accurate estimations and predictions about future tutor behavior. The model provides indications about each tutor's strengths and weaknesses, which enables the evaluator to exploit strengths…

  8. Exploring the Assistance Dilemma in Experiments with Cognitive Tutors

    ERIC Educational Resources Information Center

    Koedinger, Kenneth R.; Aleven, Vincent

    2007-01-01

    Intelligent tutoring systems are highly interactive learning environments that have been shown to improve upon typical classroom instruction. Cognitive Tutors are a type of intelligent tutor based on cognitive psychology theory of problem solving and learning. Cognitive Tutors provide a rich problem-solving environment with tutorial guidance in…

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

    ERIC Educational Resources Information Center

    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…

  10. A Conversational Intelligent Tutoring System to Automatically Predict Learning Styles

    ERIC Educational Resources Information Center

    Latham, Annabel; Crockett, Keeley; McLean, David; Edmonds, Bruce

    2012-01-01

    This paper proposes a generic methodology and architecture for developing a novel conversational intelligent tutoring system (CITS) called Oscar that leads a tutoring conversation and dynamically predicts and adapts to a student's learning style. Oscar aims to mimic a human tutor by implicitly modelling the learning style during tutoring, and…

  11. Learning from a Computer Tutor with Natural Language Capabilities

    ERIC Educational Resources Information Center

    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…

  12. Mobile Food Vending and the After-School Food Environment

    PubMed Central

    Tester, June M.; Yen, Irene H.; Laraia, Barbara

    2015-01-01

    Background Low-income and minority children have higher rates of obesity and overweight. Greater understanding of their food access is important. Because of higher rates of walking to school in these populations, these children likely have greater exposure to the food environment immediately around their schools. Mobile food vendors are an understudied aspect of the food environment in U.S. urban areas. Purpose This study aims to observe the after-school food environment in an urban area where mobile vending is known to occur in order to study the range of vendors encountered near schools and the items sold in the after-school period. Methods In the spring of 2008, the presence of mobile food vendors after school within ¼ mile of nine public schools was assessed in a predominantly Latino district of Oakland CA. At six schools with regular presence of vendors, observations were made at mobile vendors documenting characteristics of transactions, consumers, and items. Results During 37 observation-hours across 23 days, there were 1355 items sold to 1195 individuals. Fifty-six percent of the transactions involved children with no adults present. There was a wide range in foods sold, and although there were vendors selling low-nutrient, energy-dense foods, there were also vendors selling whole and processed (precut and bagged) fresh fruits and vegetables. Roughly 40% of these whole fruits and processed fruits and vegetables were consumed by children. On average, children each consumed $1.54 of foods per transaction. Conclusions Mobile food vendors in urban areas contribute to after-school snacking among children, and should be considered as a component of the school food environment. PMID:20117559

  13. Cross-Age Peer Tutors in Asynchronous Discussion Groups: Studying the Impact of Tutors Labelling Their Interventions

    ERIC Educational Resources Information Center

    De Smet, M.; Van Keer, H.; Valcke, M.

    2008-01-01

    Cross-age tutors were randomly assigned to one of the three tutor training conditions distinguished for the current study: (1) the labelling experimental condition, characterized by requirements to label their tutor interventions, based on the e-moderating model of Salmon; (2) the non-labelling experimental condition, focusing on tutor's acting…

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

    ERIC Educational Resources Information Center

    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.…

  15. "They're a Lot Cleverer than I Thought": Challenging Perceptions of Disability Support Staff as They Tutor in an Adult Literacy Program

    ERIC Educational Resources Information Center

    Moni, Karen B.; Jobling, Anne; van Kraayenoord, Christina E.

    2007-01-01

    Being literate empowers individuals to be effective consumers, to be informed about lifestyle options, to read aesthetically for relaxation and enjoyment and to further their knowledge of people and places that can enable them to participate more fully in communities. However, there are limited literacy opportunities and programs specifically…

  16. Collateral gains and short-term maintenance in reading and on-task responses by inner-city adolescents as a function of their use of social reinforcement while tutoring.

    PubMed Central

    Greer, R D; Polirstok, S R

    1982-01-01

    Two experiments are reported concerning the effects of the differential use of verbal approval by problematic adolescents serving as tutors in a remedial reading program for an inner-city school. The experiments, each with 3 tutors and 15 tutees, used a combined multiple baseline and ABCBC design. Data showed that tutors' approvals as well as tutors' and tutees' on-task and reading responses were low and stable during baseline. Tutors were trained to use verbal approval for tutees' on-task behavior. Tokens were presented and withdrawn to control the tutors' use of approval. During phases in which tutors' approvals were raised via token dispensation, tutor reading and on-task scores increased in a nonexperimental setting. Tutee reading scores also increased as a function of tutor approvals. The second experiment replicated these findings and, in addition, (a) tested the validity of changes in reading responses via standardized tests, (b) isolated and compared the covariance between variables in all phases, and (c) provided data on tutee attention to tutors as a possible natural reinforcer for short-term maintenance found in both studies. Data are discussed as evidence that tutors had acquired the ability to recruit reinforcement from the classroom for appropriate behavior. PMID:7096224

  17. Could Intelligent Tutors Anticipate Successfully User Reactions?

    NASA Astrophysics Data System (ADS)

    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.

  18. Positive Effects of Intersession Tutoring in a Year-Round School.

    ERIC Educational Resources Information Center

    Ananda, Nandang; And Others

    There is no lack of debate regarding year-round schooling. Emotions run high when school districts tamper with the "traditional" agrarian school calendar and adapt a year-round calendar. This study examines one program in a multi-track year-round elementary school, a tutoring program delivered during the students' intersession. Through interviews,…

  19. Special Partners: Handicapped Students and Their Peers Pair Up for Computer Tutoring.

    ERIC Educational Resources Information Center

    O'Connor, Robert T.

    1986-01-01

    The Special Partners programs at Mill Swan Communications Skill Center Magnet School brings together 16 special needs students, aged 9-17, with fifth- and sixth-grade tutors. The program results in enhanced academic skills and in the development of mutual respect between the special needs children and their partners. (GC)

  20. "Before" You Begin: Feasibility of Aged Volunteers Tutoring Children in Reading.

    ERIC Educational Resources Information Center

    Lovelace, Terry

    Potential sources of volunteers over the age of 65 for tutoring in remedial or compensatory reading programs include retired teacher associations, local councils on aging, and local chapters of the American Association for Retired People. Personal contact is generally responsible for volunteers' participation in a tutorial program. When addressing…

  1. Design Implications from a Usability Study of GramStain-Tutor.

    ERIC Educational Resources Information Center

    Kim, Sara; Brock, Douglas; Orkand, Adam; Astion, Michael

    2001-01-01

    Describes a usability study conducted with health sciences students at the University of Washington that explored interface issues in the GramStain Tutor, an educational software program on CD-ROM, particularly the navigation of the program and the use of embedded design features. (LRW)

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

    PubMed

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

    2010-09-01

    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

  3. After-school, Activity-based Physical Science in a Low-income, Rural County

    NASA Astrophysics Data System (ADS)

    Small, Staci; Ryan, Ben; Vann, Nik; Moore, Christopher

    2010-02-01

    Longwood University's Society of Physics Students conducted a six-week, activity-based after-school program for middle-school students in partnership with a rural low-income school system. Hands-on learning activities were designed and implemented to improve content knowledge in typically low-scoring standardized testing areas in the physical sciences. For example, we used colored yarn of different lengths to help demonstrate visible light in the electromagnetic spectrum along with the relationship between wavelength and frequency. Other topics were explored, such as reflection, refraction, sound and inference. At the end of the six-week program, a science exposition was held where the students came to Longwood and participated in more sophisticated experiments, such as liquid nitrogen demonstrations. After the exposition, Longwood University held a small awards ceremony in which the parents were invited to watch their students receive an award congratulating them on completing the program and welcoming them into the Lancer Discovery Club. )

  4. An intelligent tutor for the space domain

    NASA Technical Reports Server (NTRS)

    Swigger, Kathleen; Loveland, Harry

    1987-01-01

    An intelligent tutoring system for the space domain is described. This system was developed on a Xerox 1108 using LOOPS and provides an environment for discovering principles of ground tracks as a direct function of the orbital elements. Some of the more practical design and implementation issues associated with the development of intelligent tutoring systems are examined. Some solutions to the problems and some suggestions for future research are offered.

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

    ERIC Educational Resources Information Center

    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…

  6. EduTutor: An Intelligent Tutor System for a Learning Management System

    ERIC Educational Resources Information Center

    Rodrigues, Joel J. P. C.; Joao, Pedro F. N.; Vaidya, Binod

    2010-01-01

    Intelligent tutoring systems are any computer systems encompassing interactive applications with some intelligence that support and facilitate the teaching-learning process. The intelligence of these systems is the ability to adapt to each student throughout his/her learning process. This paper presents an intelligent tutoring system, called…

  7. The Attitudes and Opinions of Tutees and Tutors Towards Using Cross-Age Online Tutoring

    ERIC Educational Resources Information Center

    Almassaad, Ahmad; Alotaibi, Khaled

    2012-01-01

    The research aims to identify the attitudes and opinions of tutees and tutors at King Saud University towards using cross-age online tutoring. An electronic survey and interviews were used to collect the data required for this study. A descriptive analysis was used as a research methodology. Thirty participants in this research were asked to…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  11. Who Am I as a Distance Tutor? An Investigation of Distance Tutors' Professional Identity in China

    ERIC Educational Resources Information Center

    Xiao, Junhong

    2016-01-01

    Much research has been conducted in the area of teacher professional identity in the past decades. Nonetheless, very little attention has been paid to the professional identity of tutors in distance education. Using interviews, this study set out to investigate distance tutors' claimed and assigned professional identities, their actual, ought and…

  12. Science mentor program at Mission Hill Junior High School

    SciTech Connect

    Dahlquist, K.

    1994-12-31

    Science graduate students from the University of California at Santa Cruz mentor a class of 7th graders from the Mission Hill Junior High School. The program`s purpose is: (1) to create a scientific learning community where scientists interact at different levels of the educational hierarchy; (2) to have fun in order to spark interest in science; and (3) to support girls and minority students in science. A total of seven mentors met with the students at least once a week after school for one quarter to tutor and assist with science fair projects. Other activities included a field trip to a university earth science lab, judging the science fair, and assisting during laboratory exercises. Graduate students run the program with minimal organization and funding, communicating by electronic mail. An informal evaluation of the program by the mentors has concluded that the most valuable and effective activities have been the field trip and assisting with labs. The actual {open_quotes}mentor meetings{close_quotes} after school did not work effectively because they had a vaguely defined purpose and the kids did not show up regularly to participate. Future directions include redefining ourselves as mentors for the entire school instead of just one class and better coordinating our activities with the teachers` curriculum. We will continue to assist with the labs and organize formal tutoring for students having problems with math and science. Finally, we will arrange more activities and field trips such as an amateur astronomy night. We will especially target girls who attended the {open_quotes}Expanding Your Horizons{trademark} in Science, Mathematics, and Engineering{close_quotes} career day for those activities.

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

    ERIC Educational Resources Information Center

    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…

  14. ActiveTutor: Towards More Adaptive Features in an E-Learning Framework

    ERIC Educational Resources Information Center

    Fournier, Jean-Pierre; Sansonnet, Jean-Paul

    2008-01-01

    Purpose: This paper aims to sketch the emerging notion of auto-adaptive software when applied to e-learning software. Design/methodology/approach: The study and the implementation of the auto-adaptive architecture are based on the operational framework "ActiveTutor" that is used for teaching the topic of computer science programming in first-grade…

  15. Cooperative Interactions in Peer Tutoring: Patterns and Sequences in Paired Writing

    ERIC Educational Resources Information Center

    Duran, David

    2010-01-01

    The research analyzes the interaction of 24 students (12 pairs) of secondary students when using peer tutoring techniques to learn Catalan. Students worked together in a program to produce an authentic writing experience. Significant increases were observed in pre- and posttest Catalan attainment scores of students. An analysis of the…

  16. Improving Access To, Quality, and the Effectiveness of Digital Tutoring in K-12 Education

    ERIC Educational Resources Information Center

    Burch, Patricia; Good, Annalee; Heinrich, Carolyn

    2016-01-01

    There is considerable variation in how providers of digital education describe what they do, their services, how students access services, and what is delivered, complicating efforts to accurately assess its impact. We examine program characteristics of digital tutoring providers using rich, longitudinal observational and interview data and then…

  17. Reading with Abby: A Case Study of Individual Tutoring with a Young Adult with Down Syndrome.

    ERIC Educational Resources Information Center

    Gallaher, Kelly M.; van Kraayenoord, Christina E.; Jobling, Anne; Moni, Karen B.

    2002-01-01

    Tutoring sessions within a LATCH-ON (Literacy and Technology-Hands On) program were provided to a 19-year-old woman with Down syndrome. Instruction focused primarily on phonics instruction, as well as other decoding strategies. She developed the ability to associate consonant and vowel sounds with letter presentations and to recognize whole word…

  18. Differential Effects of Male and Female Reading Tutors Based on Boys' Gendered Views of Reading

    ERIC Educational Resources Information Center

    Sokal, Laura; Thiem, Cassandra; Crampton, Amanda; Katz, Herb

    2009-01-01

    This study examined the effects of the gender of reading tutors on 173 third and fourth grade mainly inner-city boys identified as struggling readers. Reading achievement ("Alberta Diagnostic Reading Program") and reader self-perceptions ("Readers' Self-Perception Scale") were monitored over a 22-week reading intervention. Findings indicated that…

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

    ERIC Educational Resources Information Center

    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…

  20. Emotions Experienced by Learners and Their Development through Communication with the Tutor-Counsellor

    ERIC Educational Resources Information Center

    Kalogiannakis, Michail; Touvlatzis, Sotiris

    2015-01-01

    The effective communication between the learners and the tutor-counsellor has been proved to significantly promote the positive emotions, reduce the negative ones and reinforce the learners' participation in a distance learning program. The main purpose of our research is to investigate the emotions experienced by the learners of the Hellenic Open…

  1. Daily Tutoring and/or Homework Assistance in Mathematics by Peers during the Regular School Day.

    ERIC Educational Resources Information Center

    Mendel, Helen Ann

    The effect of a tutorial and/or homework assistance program conducted by peers during the regular school day was investigated. Subjects were minority students from low socio-economic families. Student-tutors were assigned to provide 35 minutes of daily individualized assistance in mathematics, help that was not available in the home environment.…

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

    ERIC Educational Resources Information Center

    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 word-recognition…

  3. Volunteer Awareness and Educational Enabling: Staff Development Project for Volunteer Literacy Tutors. 353 Special Project.

    ERIC Educational Resources Information Center

    Crawford County Literacy Council, Meadville, PA.

    A project assisted volunteers and staff of the Crawford County (Pennsylvania) READ Program in increasing their personal awareness of and sensitivity to factors in the life of adult learners that may hinder or otherwise affect learning. The object was to help tutors and staff become aware of when help is needed and how to refer or provide that help…

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

    ERIC Educational Resources Information Center

    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…

  5. The Role and Responsibilities of an E-Tutor Librarian

    ERIC Educational Resources Information Center

    Waite, Kathryn; Gannon-Leary, Pat; Carr, James

    2011-01-01

    Current trends in librarianship in higher education have indicated an increasing tutoring role for librarians in the online environment. This article examines how the role of the e-tutor is outlined in selected online learning literature before progressing to examine the implications for librarians of fulfilling the demanding e-tutoring role by…

  6. Private Tutoring: An Intersection of Economic Interests and Social Capital

    ERIC Educational Resources Information Center

    Diskin, Karin S.

    2010-01-01

    Little academic information exists regarding how private for-fee tutors view the business of tutoring and how they serve the needs of their clients. This study examined whether tutors view the provision of education as a fungible commodity driven by a business model or as a value-laden educational service. Using the concepts of globalization and…

  7. The Benefits of a Tutor Training Manual. Action Research Monograph.

    ERIC Educational Resources Information Center

    Roles, Stacey

    The Lycoming County (Pennsylvania) Literacy Project hosts a tutor training workshop approximately four times per year to certify tutors to teach its learners. Previously, the information provided for the tutors at this workshop consisted of nearly 100 handouts distributed at random. Comments and observations indicated that having such a large…

  8. Being an Expert Mathematics Online Tutor: What Does Expertise Entail?

    ERIC Educational Resources Information Center

    Martinovic, Dragana

    2009-01-01

    This article is derived from the qualitative portion of a larger study conducted on mathematics websites that provide expert volunteer help. Data consist of tutoring logs of five expert tutors from two help sites, plus interviews with these tutors. The researcher has employed theories about expertise in the educational domain to elicit details of…

  9. Online Tutoring: Networking Preservice Teachers and K-12 Students.

    ERIC Educational Resources Information Center

    Bryde, Beverly R.

    This study compared the attitudes of preservice teachers toward using online tutoring versus face-to-face tutoring with K-12 students. California Lutheran University (CLU) developed a service learning, tutoring project within the teacher preparation foundations of education course in the summer of 2000. The CLU school of education purchased an…

  10. The Effectiveness of Tutoring on Developmental English Grades

    ERIC Educational Resources Information Center

    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…

  11. Three Years of Intelligent Tutoring Evaluation: A Summary of Findings.

    ERIC Educational Resources Information Center

    Orey, Michael

    Over the past 3 years, a variety of studies in intelligent tutoring system (ITS) effectiveness have been conducted. A summary is provided of the research into the use of POSIT, MALM, and the Mobile Subscriber Remote-Telephone Terminal (MSRT) Tutor. POSIT is an ITS for the tutoring of whole-number subtraction. It assumes that the learning of a…

  12. Does Private Tutoring Increase Students' Academic Performance? Evidence from Turkey

    ERIC Educational Resources Information Center

    Berberoglu, Giray; Tansel, Aysit

    2014-01-01

    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'…

  13. Instruction, Cognitive Scaffolding, and Motivational Scaffolding in Writing Center Tutoring

    ERIC Educational Resources Information Center

    Mackiewicz, Jo; Thompson, Isabelle

    2014-01-01

    In this study, we quantitatively analyze the discourse of experienced writing center tutors in 10 highly satisfactory conferences. Specifically, we analyze tutors' instruction, cognitive scaffolding, and motivational scaffolding, all tutoring strategies identified in prior research from other disciplines as educationally effective. We find…

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

    ERIC Educational Resources Information Center

    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.…

  15. Interface Agent for Computer-based Tutoring Systems.

    ERIC Educational Resources Information Center

    Dang, Trang; Ghenniwa, Hamada; Kamel, Mohamed

    1999-01-01

    Proposes an interface agent for intelligent tutoring systems that creates a collaborative learning environment between the learner and the tutoring software. Describes implementation of a prototype using the IBM Agent Builder Environment Toolkit to use with an intelligent tutoring system for algebra and considers benefits in a lifelong learning…

  16. Passively Classifying Student Mood and Performance within Intelligent Tutors

    ERIC Educational Resources Information Center

    Sottilare, Robert A.; Proctor, Michael

    2012-01-01

    It has been long recognized that successful human tutors are capable of adapting instruction to mitigate barriers (e.g., withdrawal or frustration) to learning during the one-to-one tutoring process. A significant part of the success of human tutors is based on their perception of student affect (e.g., mood or emotions). To at least match the…

  17. Signa Tutor: results and future directions

    NASA Astrophysics Data System (ADS)

    Rundle, Debra A.; Watson, Carolyn K.; Seshadri, Sridhar B.; Wehrli, Felix W.

    1991-07-01

    The authors report on the Signa Tutor, a magnetic resonance imaging (MRI) simulator. Their goal was to cost-effectively teach MRI scanning techniques to technologists and physicians using the simulator, off-line from the General Electric (GE) Signa scanner. They implemented the scanner's user-interface for image acquisition, using HyperCard together with an Oracle database to maintain images and scan-parameters. The software operates on a standard Apple Macintosh-II computer. Two aspects of the project are reported in this paper. First, enhancements to the Signa Tutor, including Signa 4.0 pulse sequences and new images, are presented. Second, a time and motion study that compares image acquisition learning time using Signa Tutor verses traditional technologist training on the GE-Signa console is described. In this study, an expediency test was performed which compares the speed at which an operator performs a single scan sequence on both devices.

  18. Peer Tutoring, Metacognitive Processes and Multimedia Problem-based Learning: The Effect of Mediation Training on Critical Thinking

    NASA Astrophysics Data System (ADS)

    Shamir, Adina; Zion, Michal; Spector Levi, Ornit

    2008-08-01

    The main objective of the study reported was to explore the effect on young children's critical thinking of a peer-tutoring training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking. The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group. The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes. The control children received a general preparation for peer-assisted learning. Following their respective preparations, all the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation of the Newman et al. (Interpers Comput Technol 3(2):56-77, 1995) content analysis instrument. Analysis of the discourse conducted during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control group. The findings supported previous results showing the efficacy of the Peer Mediation for Young Children mediation-training program, with its embedded metacognitive competencies, for reinforcing young children's higher-order thinking. Implications for educators are discussed.

  19. Tutor Training, Evaluation Criteria and Teaching Environment Influence Students' Ratings of Tutor Feedback in Problem-Based Learning

    ERIC Educational Resources Information Center

    Baroffio, Anne; Nendaz, Mathieu R.; Perrier, Arnaud; Vu, Nu V.

    2007-01-01

    Aim: In a problem-based learning (PBL) curriculum, tutor's feedback skills are important. However, evaluation studies often show that students rate many tutors as ineffective in providing feedback. We explored whether this is related: (a) to tutors' skills, and hence a teaching intervention might improve their performance; (b) to the formulation…

  20. Blending Asynchronous Discussion Groups and Peer Tutoring in Higher Education: An Exploratory Study of Online Peer Tutoring Behaviour

    ERIC Educational Resources Information Center

    De Smet, Marijke; Van Keer, Hilde; Valcke, Martin

    2008-01-01

    In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N=39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a better understanding of the supportive interventions of tutors in asynchronous discussion groups. Peer…