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Effects of tutor experience, skill, ...
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Porter, Dawn Marie.
Effects of tutor experience, skill, and teaching self-efficacy on middle school students' reading achievement during a one-to-one tutoring program.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Effects of tutor experience, skill, and teaching self-efficacy on middle school students' reading achievement during a one-to-one tutoring program./
作者:
Porter, Dawn Marie.
面頁冊數:
124 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3233.
Contained By:
Dissertation Abstracts International64-09A.
標題:
Education, Reading. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496532189
Effects of tutor experience, skill, and teaching self-efficacy on middle school students' reading achievement during a one-to-one tutoring program.
Porter, Dawn Marie.
Effects of tutor experience, skill, and teaching self-efficacy on middle school students' reading achievement during a one-to-one tutoring program.
- 124 p.
Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3233.
Thesis (Ph.D.)--University of Florida, 2003.
This study examined the relationships between the amount of tutor experience, skill, and self-efficacy and student achievement in reading. This study occurred in the context of the Middle School Students' Summer Adventures In Literacy program (MSS SAIL). This program teaches reading comprehension strategies to 7th grade students who are identified as struggling readers. Each student (n = 46) was paired with a trained, adult tutor (n = 29) who implemented the MSS SAIL program at middle schools in North Florida.
ISBN: 0496532189Subjects--Topical Terms:
1000005408
Education, Reading.
Effects of tutor experience, skill, and teaching self-efficacy on middle school students' reading achievement during a one-to-one tutoring program.
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Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3233.
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Chairman: Nancy Waldron.
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This study examined the relationships between the amount of tutor experience, skill, and self-efficacy and student achievement in reading. This study occurred in the context of the Middle School Students' Summer Adventures In Literacy program (MSS SAIL). This program teaches reading comprehension strategies to 7th grade students who are identified as struggling readers. Each student (n = 46) was paired with a trained, adult tutor (n = 29) who implemented the MSS SAIL program at middle schools in North Florida.
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Tutors rated their amount of previous teaching or tutoring experience and completed the Teacher Efficacy Scale-Short Form, a measure of teacher efficacy. An observation system from The Instructional Environment System II was used to rate the tutors during tutoring sessions. Student reading achievement was assessed in the areas of fluency and comprehension.
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Descriptive statistics as well as linear regression analyses were conducted to examine the relationships among the variables. On the self-efficacy measure, the Personal Teaching Efficacy factor was consistently higher than the General Teaching Efficacy factor. These results are repeatedly found in other research on self-efficacy. Regression analyses provided no statistically significant relationships among the variables. These results are surprising given previous research indicating the effects of teacher experience, skill, and self-efficacy on student achievement.
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Although results of the current study did not support the proposed hypotheses, the findings lend support to the potency of the MSS SAIL program. Variations in tutor experience, skill, and self-efficacy were found to have no measurable effect on student achievement. However, significant gains were made in reading comprehension. One conclusion, therefore, is that the program characteristics are principally responsible for increased reading achievement.
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Download fulltext (下載全文)
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