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…

This study investigates how well a video tutorial for software training that is based on Demonstration-Based Teaching supports user motivation and performance. In addition, it is studied whether reviews significantly contribute to these measures. The Control condition employs a tutorial with instructional features added to a dynamic task…

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework…

In this study, we sought to determine preservice teachers' perceptions about participating in an experiential learning literacy program. A total of 86 preservice teachers participated in two hours of training and then tutored elementary students for a total of eight hours. The preservice teachers engaged in 10 hours of experiential learning…

This research examined the impact of formative quizzes on e-learning designed to teach volunteers how to tutor struggling readers. Three research questions were addressed: (1) Do embedded quizzes facilitate learning of e-content? (2) Does the announcement of upcoming quizzes affect learning? (3) Does prior knowledge interact with quizzing and…

The Computer Assisted Instruction Division of the U. S. Army Signal Center and School at Fort Monmouth, N.J., has been engaged in evaluation of CAI in an interactive mode of instruction. The highlights of this computerized training system are presented. (Author/HB)

The tutor training sessions at the University of Minnesota Technical College are outlined and an evaluation of the program is included. A bibliography of 38 print and 3 videotape resources for tutor training is also included. Appendixes contain the tutor and tutee handbooks and a study skills kit specifically designed for tutor training.…

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…

This training material provides the reader with information on the installation of and instruction in the use of the on-line Novell Netware V2.15 training software, and consists of an Instructor's Guide and Student Handouts. The instructor's guide includes the following sections: system requirements; installation; starting the tutorial; completing…

Provides examples of four Daedalus Interchange transcripts from writing center staff meetings at Ball State University. Discusses goals for tutor training and rationale and benefits for choosing synchronous conferencing as a tutor-training technique. Presents survey results from tutors who participated in online tutor training, suggesting a…

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)

Describes a study of tutors' experiences with small groups, offering findings from interviews with 37 tutors from 3 colleges as they relate to existing group dynamics research. Discusses tutor and tutee roles, group cohesion, identification of students' needs, development of a workable plan and timeline, jumpstarting, and floor management. Details…

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)