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ERIC Number: ED454415
Record Type: Non-Journal
Publication Date: 2001
Pages: 54
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-85338-659-6
ISSN: N/A
Successful Tutoring: Good Practice for Managers and Tutors.
Green, Muriel
This document, which draws on the findings of a survey of further education (FE) colleges in the United Kingdom and case studies of 9 FE colleges, presents good practices for managers of tutoring programs and tutors. Chapter 1 provides an overview of the changing role of tutors in the post-16 sector and the importance of recruiting, training, and helping individuals evolve into dual teacher/tutor roles. Chapter 2 discusses the following topics related to supporting learning: tackling absenteeism; developing learner confidence; reviewing progress; developing comfortable, confident, and competent tutors; cultivating clarity of purpose; providing tutors with relevant and up-to-date information; and developing learning skills. Chapter 3 is devoted to managing for quality and consistency. Chapter 4 emphasizes the importance of improving consistency among tutors and lists traits and resources needed by all tutors. Chapter 5 presents nine good practice case studies focusing on a variety of issues, including the following: responding to absence and at-risk learners; using value-added data; developing customized, well-organized materials; developing procedures to obtain relevant, up-to-date information for reviewing progress; managing for consistency; and achieving consistency in tutoring for part-time learners. Lists of colleges contributing to the study and colleges responding to the Tutoring Network survey are appended. (MN)
Learning and Skills Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom. Tel: 020 7962 1066; Fax: 020 7840 5401; Web site: http://www.LSagency.org.uk. For full text: http://www.LSagency.org.uk/pubs/dbaseout/download.asp?code=A 990.
Publication Type: Guides - Non-Classroom; Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Learning and Skills Development Agency, London (England).
Identifiers - Location: United Kingdom