Describes how a senior citizen volunteer tutor program at Emerson Elementary School in Riverside (California) achieved success through careful preparation, staff and student cooperation, extra effort to find interested senior citizens, and continual expression of appreciation to volunteers. Presents 17 hints on starting a grandpeople project. (RW)

To work with a student in a writing center, the tutor must know his/her relation to the teacher who referred that student to the lab, his/her relation to the student who comes in for help, and, finally, his/her feelings about him/herself. (HOD)

Describes the Open University's general data management and file processing system which allows it to assist selectively and efficiently the work of the tutor-counselors in their support of the individual student. (Available: School of External Studies, Royal Melbourne Institute of Technology, 167 Franklin Street, Melbourne, Victoria 3000,…

A case study of inverse tutoring, in which a slow reader in the ninth grade tutored a first grader with speech and reading problems, indicates that both students benefited from the project. (WD)

Notes the benefits of effective tutoring programs. Discusses the role of the tutor as coach, as commentator, and as counselor. (RL)

The author offers guidelines for teaching volunteers and aides as classroom tutors. It is suggested that the tutor be instructed in administering pretests to students. Materials needed for tutoring are outlined, a simple teaching sequence is offered, and tutor supervision is mentioned. (SBH)

Describes how a parent, in cooperation with other volunteers, organized a writing center on a high school campus. Explains how they secured funding, found a room out of which to operate, and worked their way into the culture of the high school. Outlines the development of the writing center over its first four years. (TB)

Studied the effects of training in learning style preferences on the ability of tutors to select appropriate learning strategies for student with disabilities. Findings for 68 tutors show that tutors were more successful in creating individualized strategy plans for students after training with the learning style chart. (SLD)

Argues that writing center tutors (who deal with fragile egos, undeveloped thought, and unfulfilled promises) must not let their opinions interfere with writing instruction. Argues that tutors must also make their students aware of other viewpoints and, if the case warrants it, overstep the bounds of objectivity in expressing those views. (RS)

Discussion of tutorial interactions in intelligent tutoring systems focuses on an empirical study of university students that identified five considerations human tutors take into account when they plan tutorial interventions to correct student bugs, or errors, in computer programming. Tutorial goals and strategies are described, and future…

According to a British survey of 82 female part-time tutors and former tutors in adult education, they derived the most satisfaction from working with students and seeing them make progress. Dissatisfaction derived from lack of control over working conditions, low pay, and poor staff management and communication. (SK)

To help the community encourage reading, a Texas elementary school's community involvement committee established a children's lending library in a nearby rent-subsidized apartment complex. Several thousand books were donated over a two-week period, hours have been extended, and teachers and staff generously donate time and expertise to manage the…

Community and youth worker training is being subject to the pressures of market forces and is in danger of losing its focus on student-centered, informal learning methods. (SK)

Considers the ramifications of the terms "consultant" and "tutor" as applied to writing center personnel. Outlines the benefits of embracing the use of the term consultant as more accurate of what is actually done in writing centers. (HB)

Provides a critique of two recent monographs related to the general issues of writing centers: "Writing Centers in Context: Twelve Case Studies," edited by Joyce A. Kinkead and Jeanette Harris, and "Dynamics of the Writing Conference: Social and Cognitive Interaction," edited by Thomas Flynn and Mary King. (HB)