The shift in literacy education has reshaped the perspective of writing instruction in its theory and philosophy of the writing center in the US. This study examines how the writing center tutors instruct themselves for the work of writing instruction through mock tutorials. The tutors demonstrate how they make sense of the collaborative process…

Examines some of the difficulties in peer tutoring and points out the dilemma of whether to emphasize the tutor component (apprentice model) or the peer component (colearner model). Offers a solution that incorporates elements from both stages, one that treats tutors developmentally. (NKA)

A quantitative way of measuring peer tutor training programs and peer tutor effectiveness is presented. The evaluation of a peer group training course at Baruch College (City University of New York), for which this questionnaire was developed, is described. This measure is adaptable to most higher education peer tutoring programs. (Author/BS)

Meeting course objectives, providing examples, presenting organized lessons, and teaching principles seemed to influence a student's willingness to reinvest time. Thus training was offered before the succeeding semester. Results of the semester indicated that the somewhat abbreviated training agenda was adequate. (Author)

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…

The development of a full-credit peer tutor training course for college freshmen is based on the assumption that respect for the writing student and respect for writing as a process are essential attitudes for peer tutors to acquire. Training begins with assigning tutors writing activities to make them more aware of themselves as writers and…

This research abstract describes two studies: first, "Class Instructional Programs with Autistic Children; Group Structures and Tutoring Models" (Debra M. Whorton et al.) and, second, "The Use of Explicitly Trained Peers To Facilitate the Social Behavior of Autistic Children" (Andrew Egel and Michael Shafer). Both studies investigated effective…

For a peer tutoring strategy, procedures for the selection of tutors and tutees, the matching of tutors and tutees, and the training of tutors are discussed. Practical information to assist classroom teachers contemplating the development of a peer tutoring program is provided. (NEC)

To promote active student learning and improve student self-reliance, the Learning Center at Utah's Salt Lake Community College has designed several innovative training activities for peer tutors. In one activity, which seeks to demonstrate the importance of student feedback, peer tutors sit back to back while one in the role of "tutor"…

As part of its peer tutor training program, the writing/reading center at a Massachusetts University conducts a videotape production workshop in which experienced tutors plan, write, and act in a video script used for training new tutors. To proceed with such a program requires no professional skills or special talents, but a television studio…

Until recently, the conventional wisdom about the conjunction of peer tutoring and writing in the disciplines was that a tutor unfamiliar with subject matter actually operated at an advantage. In spite of some of the theoretical advantages of ignorance, recent research suggests that it is difficult to ask probing questions and make useful…

This brief illustrated booklet suggests procedures for the incorporation of planned peer tutoring into daily classroom rountines. This method of instruction has been found to be usable with a variety of academic tasks and is seen as one way to achieve individualization of instruction. The booklet focuses on the definition of peer tutoring;…

Offers perspectives of four different writing lab personnel, namely: (1) a new peer tutor with writing skills but no formal training in teaching; (2) a graduate teaching assistant in writing with no tutoring experience; (3) an experienced tutor reflecting on what he wished he had been taught; and (4) a director-tutor sharing her lab experience.…