Describes the use of Peer Tutor/Counselors in the Learning Skills Development Center at the University of Southern California. Considers the skills involved in training tutors as counselors (e.g., building rapport, establishing credibility, assessing needs, creating a "serious" atmosphere, and articulating expectations, defusing…

Six generic teaching functions that comprise an essential part of the role of adult basic education tutor are presented. The six functions are delineated as (1) diagnosing student needs, (2) monitoring student progress, (3) recommending materials and task, (4) presenting information, (5) guiding student practice, and (6) providing feedback.…

Discusses the breadth of the problem of adult functional illiteracy and the components of the National Adult Literacy Project, a National Institute of Education program to identify model programs, develop literacy materials, and involve college work-study students in tutoring illiterate adults. (SK)

This guide is aimed at lecturers and tutors providing higher education courses at further education colleges in England. It contains good practice guidelines with examples from more than 50 institutions, information requested by colleges, and suggestions. A companion volume for senior managers addresses policy issues and prospects for higher…

This book presents 53 firsthand experiences of peer writing tutors. Each story explores a particular tutoring issue, from working with a quiet student to tutoring a student with a learning disability. Each tutor writes candidly in an informed and sensitive manner about successes and failures as partners in the collaborative learning process.…

A survey found that the majority of learners enrolled in literacy schemes in Great Britain were making progress in their acquisition of reading and writing skills and that most tutors and learners were satisfied with the rate of progress being made. (CT)

Concluded that studies of coaching for the Scholastic Aptitude Test were methodologically flawed but that some definite regularities could be identified. These regularities indicated size of score effects was related to amount of student contact time in coaching programs. (Author/DB)

Describes four conditions that lead to productive teacher/tutor relationships: teacher choice of a tutor; understanding by both of the goals of the program; mutual understanding of the nature and limits of each other's authority and responsibility; and tutors' presence at and observable involvement in each class. (AYC)

Describes a program in which closed circuit television (CCTV) is used to provide adult tutor training. The CCTV is used in two ways: (1) as part of an inservice training course to explore teaching methods; and (2) to let tutors see themselves as their students see them. (CT)

A program using college students as tutor-counselors with low-achieving inner-city junior high school students is described and evaluated. Results support positive program impact in students using teacher ratings of classwork effort, quality, and attitude, and in students' self-reported attitudes toward education, educational aspirations, and…

A Personalized Study Program (PSP) was implemented in 1974 at Ohio State for all students on the psychiatry clerkship. PSP included an assigned textbook and syllabus of reading assignments, private meetings with tutors, standardized practice quizzes, optional use of other opportunities, and a written final exam. Its success is noted. (LBH)

Compared tutoring episodes where tutoring did and did not cause learning in university physics students to inform design of intelligent tutoring systems. Found that when students were not at an impasse, learning was uncommon regardless of the tutorial explanations employed. When students were at an impasse, tutorial explanations were sometimes…

Characterizes successful writing tutorials by employing a hybrid methodology, interactional sociolinguistics, combining conversation-analytic and ethnographic techniques. Notes that associated with perceived success were conversational turn structure, tutor mitigation of directives, simultaneous laughter, affiliative overlaps, and small talk.…

Describes a study designed to investigate what history student teachers in England and Wales read during their year of post-graduate professional education (PGPE). Suggests that while many students have a positive view of the value of research findings for their professional development, their reading is very limited. (DAJ)

Compares two approaches to teaching reading to adults: the eclectic, research-based method of Literacy Volunteers of America (LVA) and the phonics-based Laubach Literacy International. Concludes that LVA has the advantages of adaptability to student differences, a thorough evaluation system, and a superior published reading series. (SK)