Browsing by Subject "Tutoring"
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Item Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners(2018-06-25) Watts, Gavin Walter; Bryant, Diane PedrottyChallenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. Additionally, the academic and behavioral needs of students with emotional-behavioral disorders (EBD) have been identified as some of the most challenging to address. The purpose of this study was to identify the effects and related outcomes of utilizing cross-age tutors (i.e., older students) with, or at-risk for EBD to deliver a number line board game intervention to kindergarten students at-risk for mathematics disabilities. A concurrent multiple baseline design across participants was utilized to evaluate results related to the following research questions: (1) What effects will a number line game delivered by a cross-age tutor with EBD have on the early numeracy knowledge and skills of kindergarten students at-risk for math disabilities? (2) Can students with EBD effectively serve in the role of cross-age tutors (i.e., implement instruction with fidelity and increase tutees’ number sense skills)? (3) What effects will the training and implementation of the cross-age tutoring program have on the tutors’ behavioral performance as well as overall risk status for EBD? Tutoring sessions took place for 25–30 minutes, three times per week, over 10 weeks. Results suggest this cross-age tutoring program to be an effective and feasible model for significantly improving mathematical performance of tutees at-risk for mathematics disabilities and, to a lesser extent, the behavioral ratings of students with EBD. Distal measures showed the intervention’s moderate effect on tutees’ mathematics performance and large effect on decreasing tutors’ risk-status for EBD. Tutors implemented the intervention procedures with high rates of fidelity and, in combination with the significant gains by their tutees, demonstrated the ability of students with EBD to effectively serve as cross-age tutors. In assessing the social validity of this instructional model, the implementing special educator rated the intervention to be effective and beneficial, although challenges were identified in the area of scheduling. All tutors and tutees perceived the program as effective in promoting mathematics skills for the tutees and positive behavioral developments for the tutors. Limitations, implications for practice, and areas of future research are discussed.Item From noticing to knowledge : an analysis of teacher noticing and professional knowledge in one-on-one mathematics tutoring(2019-05) Fliss, Rebecca Kathleen; Marshall, Jill Ann; azevedo, flavio s; salinas, cynthia s; TURNER, jack sTutoring is a widespread educational practice that has proven to be an effective teaching approach in many domains, including the domain of mathematics. Students who have engaged in school-based tutoring programs have outperformed their peers in numerous studies, sometimes by very large margins (Bloom, 1984; Cohen, Kulik, & Kulik, 1982; Fuchs et al., 2008; Powell, Driver, & Julian, 2015; Smith, Cobb, Farran, Cordray, & Munter, 2013). In a most notable study, Bloom (1984) showed that the average student in a tutoring group performed better than 98% of the students in a conventional group. Bloom termed this outperformance of tutored students the 2 sigma problem, stating that important research should be done to determine practical ways in which the positive effects of one-on-one tutoring, "which is too costly for most societies to bear on a large scale," can be realized in classroom settings (p. 4). This Dissertation study looks to teacher noticing as an analytical framework for understanding the practice of mathematics tutoring. The knowledge that tutors build in one-on-one tutoring interactions through the process of noticing is discussed, particularly tutors’ development of knowledge of individual students, knowledge of social and practical aspects of teaching and learning, and Mathematics Knowledge for Teaching (Ball, Thames, & Phelps, 2008). A new model for Knowledge for Tutoring is constructed and the widely cited Mathematics Knowledge for Teaching model is revisited. Finally, limitations and future research are discussedItem How Can I Help My Child With Content Area Reading at Home? Five Key Strategies to Consider(2018) The Meadows Center for Preventing Educational RiskItem How Can I Support My Adolescent’s Development as a Writer?(2017) The Meadows Center for Preventing Educational RiskItem How do teacher practices influence student academic performance in required after-school tutoring?(2010-12) Naseem, Noreen; Fránquiz, María E.; Palmer, DeborahSince the inception of the No Child Left Behind Act in 2001, schools with high populations of at-risk students who are not meeting academic standards must provide supplementary educational services (SES) to their struggling learners. This study examines the tutoring program of an urban Texas elementary school that rapidly improved its state accountability over the course of a few years. Through interviews with teachers and an analysis of their lesson plans and standardized assessment data, several themes emerged that were identified as factors leading to the school’s academic success.Item An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction(2012-05) Smith, Kathleen Christian; Sardegna, Veronica G.; Horwitz, Elaine K.Though communicative methodologies have been preeminent over the past several decades, the skill of L2/FL pronunciation instruction has remained in the shadows, having been relegated to the sidelines along with the outdated methodologies with which it was taught. The purpose of this study was to gan insight into the efficacy of one types of second language pronunciation instruction: Individualized English pronunciation instruction under the Covert Rehearsal Model (Dickerson, 1989). To this end, seventeen university ESL students from various degree programs were recruited to receive six hours of English pronunciation tutoring spread out across six to eight weeks. Instruction was provided by eleven MA student-teachers (tutors), who concurrently received instruction in applied linguistics and pronunciation pedagogy. To evaluate the actual and perceived efficacy of the model. this study drew upon multiple instruments, such as recorded pre- and post-student-assessments, student and tutor questionnaires, and tutor portfolios. Study results indicated that (a) the individualized pronunciation instruction provided by graduate student-teachers was effective in improving tutees' reading of English reduced vowels, contracted words, intonation contours, and primary phrasal stress, and (b) tutees perceived their instruction as both effective and personally empowering.Item Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors(2005) The Meadows Center for Preventing Educational RiskItem Teachers’ Read-Aloud Routine for Building Vocabulary and Comprehension Skills(2014) The Meadows Center for Preventing Educational Risk