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EJ917534 - Learning from the "Little Guys": What Do Middle and High School Preservice Teachers Learn from Tutoring Elementary Students?

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ERIC #:	EJ917534
Title:	Learning from the "Little Guys": What Do Middle and High School Preservice Teachers Learn from Tutoring Elementary Students?
Authors:	Massey, Dixie D.; Lewis, Jan
Descriptors:	Preservice Teachers; Tutors; Data Analysis; Literacy; Reading Instruction; Teacher Educators; Tutoring; Middle Schools; High Schools; Elementary School Students; Teacher Education; Tutorial Programs; Literacy Education; Emergent Literacy; Reading Tests; Reading Skills; Academic Achievement
Source:	Literacy Research and Instruction, v50 n2 p120-132 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2011-00-00
Pages:	13
Pub Types:	Journal Articles; Reports - Research
Abstract:	As teacher educators, we continue to focus on tutoring experiences as ways to help tutors connect coursework to practice. This study presents a preservice tutoring program designed to provide a field-based experience where the tutors would be able to (a) learn about literacy instruction, (b) use a multitude of assessment data rather than representing students by single scores, (c) design literacy curriculum based on students' needs, and (d) focus on motivating students to read and write in addition to helping them succeed academically. Unlike previous studies, the tutors were middle and high school preservice teachers tutoring elementary struggling readers.
Abstractor:	As Provided
Reference Count:	30

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1938-8071
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/19388071003725705

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