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ERIC Number: ED515913
Record Type: Non-Journal
Publication Date: 2009
Pages: 113
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-9798-1
ISSN: N/A
The Effects of Direct Training with Performance Feedback on Postsecondary Tutor Treatment Integrity
Wardwell, Michelle True
ProQuest LLC, Ph.D. Dissertation, University of Connecticut
Many postsecondary institutions utilize tutoring services to address the needs of underprepared students. Even with the widespread use of tutoring services, the literature documenting postsecondary tutoring, and specifically tutor training, is limited. The few studies that have investigated tutor training have identified its importance and a need for future research to include descriptions of training. In addition, there is a lack of research on the integrity with which tutors actually implement the strategies and methods they are trained to use in actual tutoring sessions. In this study, a multiple baseline design across tutors was used to examine the effects of direct training of an explicit instruction-based tutoring method (PRESS) with performance feedback on each tutor's rate of implementation of instructional components. Though two demonstrations of effect for adherence and one demonstration of effect for quality were observed, there is not enough data to support a functional relationship between PRESS training and increased treatment integrity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A