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首页> 外文学位 >High School Peer Tutoring: An In-Depth Look at What Constitutes an Ideal Peer Tutor and an Ideal Peer Tutoring Session.
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High School Peer Tutoring: An In-Depth Look at What Constitutes an Ideal Peer Tutor and an Ideal Peer Tutoring Session.

机译：高中朋辈辅导：深入了解什么构成理想朋辈辅导和理想朋辈辅导。

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摘要

Peer learning is one of the longest established and most intensively researched forms of learning. As a form of peer learning, peer tutoring is characterized by specific role-taking as tutor or tutee with high focus on curriculum content. In the late 18th century, Andrew Bell undoubtedly became the first person in the world to use peer tutoring in a systematic fashion within a school setting. Due to its miraculous success, Bell affirmed that peer tutoring was the new method of practical education and was essential to every academic institution. Early in American education, teachers relied on certain students to teach others (i.e., peer tutoring) but this occurred on an informal, impromptu, as needed basis. This type of peer tutoring lasted well into the 20th century. A recent change in the traditional face of peer tutoring arrangements for U.S. schools has occurred due to more than 30 years of research at four major tutoring centers. Peer tutoring has moved away from an informal and casual approach to a more formal and robust method of teaching and learning. However, at the researcher's high school, peer tutoring was still very casual, informal, and practically non-existent. Consequently, the researcher created a peer tutoring club, and developed, and implemented a peer tutoring program. The researcher conducted a mixed-methods study with design-based research (DBR) as the preferred research design in order to discover what constitutes an ideal peer tutor and an ideal peer tutoring session. The researcher utilized qualitative means to analyze the following data: 1) field notes, 2) impromptu interviews, 3) questionnaires, 4) focus group interviews, and 5) a semi-structured interview. The researcher utilized quantitative means to analyze the following data: 1) sessions tutored survey and 2) archival data (e.g., daily attendance, school records). Analysis of qualitative and quantitative data suggested that the ideal peer tutor was qualified (e.g., desire, character traits, content mastery), trained (e.g., responsibilities, methodologies, procedures), and experienced. Likewise, in addition to having an ideal peer tutor, an ideal peer tutoring session took place in an environment conducive to learning and tutees were prepared and actively participated.
机译：对等学习是历史最悠久，学习最深入的学习形式之一。作为同伴学习的一种形式，同伴补习的特征是作为特定的角色扮演导师或受训者，重点放在课程内容上。在18世纪末，安德鲁·贝尔无疑是世界上第一个在学校环境中以系统的方式使用同伴辅导的人。由于取得了奇迹般的成功，贝尔肯定了同伴补习是实践教育的新方法，并且对每个学术机构都是必不可少的。在美国的早期教育中，教师依靠某些学生来教其他学生（即同伴辅导），但这是根据需要在非正式的即席进行的。这种同伴辅导一直持续到20世纪。由于在四个主要补习中心进行了30多年的研究，美国学校的同伴补习安排的传统面貌发生了最近的变化。同行辅导已经从非正式和休闲的方法转变为一种更加正式和健壮的教学方法。但是，在研究人员的高中时，同伴补习仍然很随意，非正式，并且几乎不存在。因此，研究人员创建了一个同伴辅导俱乐部，并开发并实施了同伴辅导计划。研究人员进行了以基于设计的研究（DBR）作为首选研究设计的混合方法研究，以发现什么构成理想的同伴辅导和理想的同伴辅导环节。研究人员使用定性手段来分析以下数据：1）现场记录，2）即兴访谈，3）问卷，4）焦点小组访谈和5）半结构化访谈。研究人员使用定量手段来分析以下数据：1）课时辅导调查和2）档案数据（例如每日出勤，学校记录）。定性和定量数据的分析表明，理想的同伴导师是合格的（例如，欲望，性格特征，内容掌握），受过训练的（例如，职责，方法，程序）和经验丰富。同样，除了拥有理想的同伴导师，理想的同伴补习课程在有利于学习的环境中进行，并且准备和积极参加了tute。

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  • 作者

    Johnson, Brian.;

  • 作者单位

    Arizona State University.;

  • 授予单位 Arizona State University.;
  • 学科 Education Leadership.;Education Secondary.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 337 p.
  • 总页数 337
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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