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Singley, Carol J.; Boucher, Holly W. – Writing Center Journal, 1988
Proposes a dialogic method of training tutors, based on a learning theory which views the "class" as a conversation, where teacher and learner are indistinguishable. Asserts that where dialogue is lacking, information may be transferred, but little is learned. (MM)
Descriptors: Higher Education, Learning Theories, Peer Teaching, Teacher Role
Broder, Peggy F. – Writing Program Administration, 1990
Describes how writing centers train their tutors to understand two important aspects of teaching composition: (1) the need for viewing writing as a process; and (2) the need for individualized and respectful attention to students' papers and ideas. Argues that the writing center is an effective training ground for composition teachers. (RS)
Descriptors: Higher Education, Preservice Teacher Education, Process Approach (Writing), Training Methods
Cooper, Kathy – 1988
New readers must be taught a variety of decoding skills to allow them to increase fluency and get on with the process of meaning making. Four of the most important strategies of decoding are: (1) using context clues; (2) developing a sight vocabulary of whole words; (3) analyzing the parts of words; and (4) attending to the letter-sound (phonics)…
Descriptors: Context Clues, Decoding (Reading), Literacy Education, Phonics
Williams, Victoria – 1980
Adults learning at a distance at Athabasca University (Alberta, Canada) make use of telephone tutors. Concerned over the lack of time and/or effort spent in training tutors, and recognizing that tutors had emerged as an important component of distance delivery at the university, a joint effort went into the development of a training manual that…
Descriptors: Communication Skills, Distance Education, Higher Education, Interpersonal Communication