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ERIC Number: ED148806
Record Type: RIE
Publication Date: 1977-Nov
Pages: 62
Abstractor: N/A
Reference Count: 0
Tutoring: Some New Ideas. CSE Report on Tutoring, No. 4.
Fitz-Gibbon, Carol Taylor
This document describes three cross-grade tutoring projects developed, with the learning and motivation of the tutor in mind, as a means of strengthening the basic skills of secondary school students through a "learning by teaching" program. The "Learning-Tutoring Cycle" project involves the preparation of curriculum modules by secondary school classes at their own school and then a two- or three-week period of tutoring at an elementary school. The "Morning as Teacher Semester" project involves secondary school students in one semester of an intensive integrated program built around tutoring, reporting to a specified room at an elementary school for a morning of tutoring and tutoring support activities (replacing all their required academic subjects) and reporting to their own school for afternoon physical education and elective classes. The "Learning-by Tutoring Mini-School" or "Stratified School-Within-A-School" project has most of the teaching done by students, while the staff devote their skills to diagnosis, prescription, and certification, employing a continuous progress curriculum framework in major academic areas. Comments of parents and teachers were elicited through questionnaires and school meetings. All negative comments and most other comments are presented in the document. The Learning-Tutoring Cycle was consistently seen as feasible and likely to be effective by both parents and teachers. The other two programs received only minority support. Components described as useful for any tutorial service or learning-by-tutoring project are: community tutor certification, paid summer tutoring, a tutor effectiveness monitoring system, report cards for tutoring, a tutoring bureaucracy, and three-tier tutoring. (MJB)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.
Note: For related documents, see SP012 074-080