The author offers guidelines to professionals for helping parents provide tutorial instruction to learning disabled children. Among suggestions outlined are a positive learning situation, short teaching sessions, feedback for work well done, and personalized learning activities. (SBH)

Discussion of the nature of the algebraic and graphical representations of functions focuses on a study integrating cognitive research and the development of an intelligent tutoring system (ITS), the Function Characteristics Tutor, to evaluate the effects of pairing representations of mathematical functions on high school students. (Author/LRW)

Discussion of student modeling and intelligent tutoring systems focuses on the development of the ASSERT algorithm (Acquiring Stereotypical Student Errors by Refining Theories). Topics include overlay modeling; bug libraries (databases of student misconceptions); dynamic modeling; refinement-based modeling; and experimental results from tests at…

Presents an authoring model and a system for curriculum development in intelligent tutoring systems. Explains CREAM (Curriculum Representation and Acquisition Model) which allows for the creation and organization of the curriculum according to three models concerning the domain, the pedagogy, and the didactic aspects. (Author/LRW)

Examines what happens when writing center directors ask tutors to enter conversation, not just with clients, but with other writing center ractitioners--when tutors move beyond advice and into the professional discourse of writing centers. Suggests that writing centers need to consider a dialogic approach that invites tutors and their disparate…

Critically examines the role of school-based tutors in the induction of new teachers in England. Uses empirical data from a national project evaluating the implementation of 1999 government policy requiring all newly qualified teachers to complete an induction period. Finds that induction tutor is major factor in success of policy. (Contains 44…

Discusses the nature of instructional design and describes rapid prototyping as a feasible model for instructional system design (ISD). The use of prototyping in software engineering is described, similarities between software design and instructional design are discussed, and an example is given which uses rapid prototyping in designing a…

Examined effect of tutoring program participation on performance of academically underprepared college freshmen (N=646). Results indicated students who participated in a tutoring program during their freshman year earned more credit hours than did students not participating in the program. Tutoring was particularly related to higher grade point…

Recent work in Intelligent Computer Assisted Language Learning (ICALL) has focused on syntactic structure, but little consideration has been given to matters beyond computational efficiency. This paper argues for choosing a formalism that meshes with second-language acquisition work, especially grammar frameworks with a Universal Grammar emphasis,…

Describes a service learning course for which students participated in a seminar on literacy and an after-school tutoring program for children. Shows how undergraduate representations of literacy share common features with conversations among well-known writers (such as Walter Ong and David Olson) and also implicitly critique them. (TB)

Presents a 90-item bibliography of journal articles published between November 1993 and October 1994 in "The Writing Center Journal,""Writing Lab Newsletter," and "Focuses." (SR)

Describes the varieties of "Writing Fellows" (curriculum-based peer tutoring) programs. Provides help for starting such programs. Presents results of a survey of WF programs. Offers observations based on the experiences of the director of a six-year-old Writing Fellows program. (RS)

Applies a theory of role conflict to the position of peer tutor. Argues that tutors' roles are more complex and problematic than those of many other occupations but that role conflict theory can be helpful in discovering constructive ways to deal with tutorial role ambiguity and conflict. (RS)

Discussion of context focuses on the various contexts surrounding the design and use of intelligent tutoring systems and proposes an initial framework of contexts by classifying them into three major groupings: interactional; environmental, including classifications of knowledge and social environment; and objectival contexts. (Author/LRW)

Notes that the effectiveness of tutoring as an intervention is controversial. Reviews research on college tutoring practices. Concludes that existing research provides some support for tutoring but does not address the issue of whether tutored students are eventually able to perform as independent learners. (RS)