ERIC Number: EJ1023519
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 20
Challenges for Supporting the Development of Afterschool Tutors Who Tutor Children with Learning Disabilities
McLurkin, Denise L.
New Educator, v9 n4 p346-360 2013
The purpose of my study was to examine how volunteer tutors without teaching experience who received minimal training perceived their ability to effectively tutor children with learning disabilities. I found that the tutors initially felt that they could improve their tutee's literacy skills; however, the data suggest that the tutors struggled with unrealistic expectations regarding the tutoring process and ultimately perceived that they lacked the expertise to help their tutees improve their literacy skills. Sadly, these perceptions left the tutors questioning if they were the right person to effectively tutor their tutees and considering if they should quit tutoring children altogether. In order to make the tutoring process beneficial to both tutors and tutees, several suggestions are offered to afterschool tutoring programs who utilize volunteer tutors without teaching experience who may work with children with learning disabilities.
Descriptors: After School Education, After School Programs, Learning Disabilities, Teaching Experience, Tutors, Novices, Teacher Effectiveness, Self Efficacy, Tutoring, Semi Structured Interviews, Classroom Observation Techniques, Likert Scales, Case Studies, Expectation, Special Needs Students, Volunteers
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 Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A