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ERIC Number: ED440265
Record Type: Non-Journal
Publication Date: 1998
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-9681034-4-8
ISSN: N/A
Behaviour and Beliefs of Volunteer Literacy Tutors. Working Papers on Literacy. Working Paper No. 3.
Hambly, Catherine
A study examined what adult literacy tutors believe about literacy and how their beliefs affect the learner-tutor matches. It began with the assumptions that tutors are important actors in the tutor-learner relationship and that their beliefs and behavior will affect the tutoring relationship. The research site was a literacy program organized and funded by undergraduate students at a Canadian university. Research was conducted using case study methodology; data were gathered during semi-structured interviews with 18 tutors entering the program and being trained; those who had tutored for several months; and coordinators with 1 year of experience. An initial data analysis indicated almost all tutors said their learners had made little or no progress, yet these tutors also had made little effort to use the support and resources of the organization to encourage more learning. Tutors were found to share the following belief system: tutors believe a learner who does not succeed in a classroom learning format will be helped by one-on-one tutoring; while recognizing the wide variety of learner needs, tutors rely on individual attention rather than specific training to function in the match; tutors value good will over good training; and tutors defend their volunteer activities based on perceived needs rather than demonstrable progress and results. (Contains 13 references and an interview schedule.) (YLB)
The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4 ($5 Canadian, plus postage and handling). Tel: 514-931-8731, ext. 1415; Fax: 514-931-5181; e-mail: literacycntr@dawsoncollege.qc.ca; Web site: http://www.nald.ca/litcent.htm.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Centre for Literacy, Montreal (Quebec).
Identifiers - Location: Canada