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The scoring of the instrument was based on the tutor coordinator’s biases as to the “most desired” responses, and the scores tutors received were reported as a measure of their competence as tutors.
The first set of recommendations is directed toward practitioners in the field, described in this study as program directors.
Finally, a set of recommendations is presented for professionals interested in pursuing additional research to exceed the scope and findings of this study.
Variables were not manipulated; instead, existing variables and interventions were investigated.
Four research questions guided the study: 1) Does tutor training affect a tutor’s ability to identify an appropriate course of action with a student?
Constructivist theory is briefly defined and described.
Constructivism provides the theoretical framework which enables tutors to help students learn to utilize problem-solving, self-monitoring, and metacognitive strategies to accurately construct new information into their knowledge bases.
2) Does tutoring experience affect a tutor’s ability to identify an appropriate course of action with a student?
3) What other factors contribute to a tutor’s ability to identify an appropriate course of action with a student?
Brandwein and Di Vittis (1985) reported findings between two groups of tutors.
One group of tutors who had received training was given the instrument as a post-test at the end of one semester.