Argues that supplemental instruction (SI) leaders may not always contribute to helpful instruction. Asserts that SI supervisors must train SI leaders about what is helpful and unhelpful for students. Suggests that more research be done to determine which practices are most helpful for students. Contains six references. (MZ)

Describes the development of InfoSkills, a Web-based library tutorial at Bournemouth University (United Kingdom) designed to provide an interactive introductory library skills tutorial as an adjunct to conventional instruction. Discusses key objectives, methodologies, content, technology, and evaluation that included usability issues of content…

Describes a pilot project at the University of New Mexico library that offered peer tutoring services through the undergraduate learning center to teach students library skills and strategies for successful research. Discusses tutors assisting during other library instruction and future plans for tutors to provide electronic resource assistance in…

Discussion of online instructional design by academic librarians focuses on a study at the University of Minnesota that compared mental models of librarians and students as they relate to online library tutorials. Reports on a review of existing library tutorials, usability studies, and student interviews about the research and writing process.…

Tested effects on psychological development of mathematics tutoring program involving 15 high school girl tutors paired with elementary school girls. Found tutors improved both on conceptual maturity and value judgment. Found elementary girls improved on mathematics achievement test and measures of success attribution with control group showing…

Outlines fundamental capabilities of rule-based expert systems and examines their potential for improving computer-based tutoring. Topics discussed include subject matter knowledge; instructional strategies; rule-based representation of knowledge; decision making; problem solving; authoring languages; cognitive processes; possibilities for using…

Discusses instructional considerations of group size for computerized instruction. Situations calling for individual use, small group use, and large use of computers are described; individualistic, competitive, and cooperative learning are explained; peer tutoring versus teacher guidance is examined; and courseware selection is discussed. (eight…

Procedures to help prevent academic failure are discussed: (1) peer tutoring; (2) the Adaptive Education Learning Model; (3) Direct Instruction and Behavior Analysis; (4) Strategy Training; and (5) other cognitive behavioral techniques and self-management. Potential barriers to implementing prevention programs are discussed. (SLD)

Describes a project which used basic writers in a pre-college English class to tutor deaf elementary school students. Focuses on the project's attempt to encourage discussions of writing on a local area computer network, as a means of developing deaf students' experience with informal and formal written English. (MM)

Describes an effort to train parents to respond selectively to miscues and to pay attention to the timing of their responses, to use meaning-focused cues, and to use praise. Concludes that parents can teach and students can learn effective strategies to decrease error rate. (RS)

Reviews Dreyfus's writings about human cognition and artificial intelligence (AI), and explains some of the implications of his position, particularly in education. Topics include Dreyfus' critique of AI, representationlaism and expertise, technology and its role in instruction, computer-assisted instruction, and intelligent tutoring systems. (JKP)

Reports a study that examined whether a collaborative peer tutoring program would improve urban seventh graders' self- concept and attitudes toward school. Pretesting and posttesting indicated that students in the collaborative peer tutoring program demonstrated significant improvements in self-concept and attitudes toward school as compared with…

Twenty elementary teachers were supported in developing curriculum-based measurement and peer-mediated instruction to serve math students with learning disabilities (LD); 10 of the teachers also used decision rules and specialized adaptations when student progress was inadequate. Teachers implemented the specialized adaptation with respectable…

Examined effects of explicit teaching and peer tutoring on reading achievement of learning-disabled students and nondisabled, low-performing readers in academically integrated classrooms. Found that explicit-teaching students did not achieve reliably better than controls; students in the explicit teaching plus peer tutoring condition scored higher…

Describes and evaluates the ARCH (A Real Community Helps) After-School Program, a successful after-school tutoring program in which university, junior college, and high school students became tutors at an inner-city elementary school, contributing to the creation of a positive learning community. (SR)