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You searched for subject:(Tutors AND tutoring ). Showing records 1 – 30 of 139 total matches.

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1. Standridge, Emily J. Characterizing writing tutorials.

Degree: PhD, 2011, Ball State University

 The purpose of this qualitative dissertation was to seek characteristics common to writing tutorials because current discussions and assessments of tutorials rely strongly on specific… (more)

Subjects/Keywords: Tutors and tutoring – Case studies; Writing centers – Case studies; Rhetoric – Study and teaching (Higher) – Case studies; Teacher-student relationships – Case studies

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APA (6th Edition):

Standridge, E. J. (2011). Characterizing writing tutorials. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195152

Chicago Manual of Style (16th Edition):

Standridge, Emily J. “Characterizing writing tutorials.” 2011. Doctoral Dissertation, Ball State University. Accessed June 21, 2018. http://cardinalscholar.bsu.edu/handle/123456789/195152.

MLA Handbook (7th Edition):

Standridge, Emily J. “Characterizing writing tutorials.” 2011. Web. 21 Jun 2018.

Vancouver:

Standridge EJ. Characterizing writing tutorials. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2018 Jun 21]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195152.

Council of Science Editors:

Standridge EJ. Characterizing writing tutorials. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195152


Bowling Green State University

2. Zwyer, Kyle M. The Impact of a Math Tutoring Program on Urban High School Tutors.

Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University

 The purpose of this study was to investigate and examine the impacts a math tutoring program had on student tutors at an urban high school.… (more)

Subjects/Keywords: Mathematics Education; math; tutoring; urban; education; high school; GEAR UP; tutors

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APA (6th Edition):

Zwyer, K. M. (2011). The Impact of a Math Tutoring Program on Urban High School Tutors. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531

Chicago Manual of Style (16th Edition):

Zwyer, Kyle M. “The Impact of a Math Tutoring Program on Urban High School Tutors.” 2011. Masters Thesis, Bowling Green State University. Accessed June 21, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531.

MLA Handbook (7th Edition):

Zwyer, Kyle M. “The Impact of a Math Tutoring Program on Urban High School Tutors.” 2011. Web. 21 Jun 2018.

Vancouver:

Zwyer KM. The Impact of a Math Tutoring Program on Urban High School Tutors. [Internet] [Masters thesis]. Bowling Green State University; 2011. [cited 2018 Jun 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531.

Council of Science Editors:

Zwyer KM. The Impact of a Math Tutoring Program on Urban High School Tutors. [Masters Thesis]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531


Brigham Young University

3. Rodriguez, Ana Isabel. Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students.

Degree: MS, 2013, Brigham Young University

 Hispanic students are falling behind their peers in reading fluency and are struggling to close the gap. This study examined the reading fluency influence on… (more)

Subjects/Keywords: peer tutors; Hispanic; Latino; reading fluency; tutoring; fluency support; Counseling Psychology; Special Education and Teaching

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APA (6th Edition):

Rodriguez, A. I. (2013). Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/etd/3908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rodriguez, Ana Isabel. “Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students.” 2013. Thesis, Brigham Young University. Accessed June 21, 2018. https://scholarsarchive.byu.edu/etd/3908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rodriguez, Ana Isabel. “Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students.” 2013. Web. 21 Jun 2018.

Vancouver:

Rodriguez AI. Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students. [Internet] [Thesis]. Brigham Young University; 2013. [cited 2018 Jun 21]. Available from: https://scholarsarchive.byu.edu/etd/3908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodriguez AI. Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students. [Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/etd/3908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brock University

4. Gallagher, Tiffany L. An after-school literacy program : investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors' transition into the teaching profession .

Degree: Department of Psychology, 2005, Brock University

 This research responds to a pervasive call for our educational institutions to provide students with literacy skills, and teachers with the instructional supports necessary to… (more)

Subjects/Keywords: Literacy – Study and teaching – Ontario.; Literacy programs – Ontario.; Learning disabled children – Education – Ontario.; After-school programs – Ontario.; Tutors and tutoring – Ontario.; Teachers – Training of – Ontario.

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APA (6th Edition):

Gallagher, T. L. (2005). An after-school literacy program : investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors' transition into the teaching profession . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1455

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gallagher, Tiffany L. “An after-school literacy program : investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors' transition into the teaching profession .” 2005. Thesis, Brock University. Accessed June 21, 2018. http://hdl.handle.net/10464/1455.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gallagher, Tiffany L. “An after-school literacy program : investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors' transition into the teaching profession .” 2005. Web. 21 Jun 2018.

Vancouver:

Gallagher TL. An after-school literacy program : investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors' transition into the teaching profession . [Internet] [Thesis]. Brock University; 2005. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/10464/1455.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gallagher TL. An after-school literacy program : investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors' transition into the teaching profession . [Thesis]. Brock University; 2005. Available from: http://hdl.handle.net/10464/1455

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Kerissa, Hoda. Effectiveness of the Tutoring Services in Algebra at the College Level .

Degree: Mathematics, 2015, California State University – Channel Islands

Tutoring Centers are designed to assist students in becoming independent learners with study skills and strategies that will help them succeed in classes across the… (more)

Subjects/Keywords: Mathematics thesis; Algebra; Tutors and tutoring; Learning strategies; Postsecondary education; Survey research; Mathematics

…h e material with tutors. 11. W h e n s t u d e n t s learn m o r e through tutoring, t h… …tutoring c e n t e r services as very useful. 17 5point11. Q 11: Tutors' knowledge of… …1. Introduction. Tutoring Centers are designed t o assist s t u d e n t s in becoming i… …instructions classroom, but t o e n h a n c e studying and learning habits. In addition, tutoring… …evaluated t h e effectiveness of t h e tutoring services at t w o college c e n t e r s and o n e… 

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APA (6th Edition):

Kerissa, H. (2015). Effectiveness of the Tutoring Services in Algebra at the College Level . (Thesis). California State University – Channel Islands. Retrieved from http://hdl.handle.net/10211.3/133496

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kerissa, Hoda. “Effectiveness of the Tutoring Services in Algebra at the College Level .” 2015. Thesis, California State University – Channel Islands. Accessed June 21, 2018. http://hdl.handle.net/10211.3/133496.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kerissa, Hoda. “Effectiveness of the Tutoring Services in Algebra at the College Level .” 2015. Web. 21 Jun 2018.

Vancouver:

Kerissa H. Effectiveness of the Tutoring Services in Algebra at the College Level . [Internet] [Thesis]. California State University – Channel Islands; 2015. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/10211.3/133496.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kerissa H. Effectiveness of the Tutoring Services in Algebra at the College Level . [Thesis]. California State University – Channel Islands; 2015. Available from: http://hdl.handle.net/10211.3/133496

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Northridge

6. Saperstein, Etta. Factoring trinomials: a tutorial program.

Degree: MS, Department of Mathematics, 1973, California State University – Northridge

A tutorial program for factoring trinomials has been written for use on a time-sharing system. It is intended for computer-assisted instruction in a first year algebra course. In addition to the program, a flow chart and sample run are included.

Subjects/Keywords: Tutors and tutoring.; Dissertations, Academic  – CSUN  – Mathematics

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APA (6th Edition):

Saperstein, E. (1973). Factoring trinomials: a tutorial program. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/4400

Chicago Manual of Style (16th Edition):

Saperstein, Etta. “Factoring trinomials: a tutorial program.” 1973. Masters Thesis, California State University – Northridge. Accessed June 21, 2018. http://hdl.handle.net/10211.2/4400.

MLA Handbook (7th Edition):

Saperstein, Etta. “Factoring trinomials: a tutorial program.” 1973. Web. 21 Jun 2018.

Vancouver:

Saperstein E. Factoring trinomials: a tutorial program. [Internet] [Masters thesis]. California State University – Northridge; 1973. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/10211.2/4400.

Council of Science Editors:

Saperstein E. Factoring trinomials: a tutorial program. [Masters Thesis]. California State University – Northridge; 1973. Available from: http://hdl.handle.net/10211.2/4400


California State University – Northridge

7. Beasom, Janice Marie. An after school cross-age tutoring program.

Degree: MA, Department of Education, 1987, California State University – Northridge

 The purpose of this study was to determine if a classroom teacher could 1. identify the necessary procedures needed for a successful after school cross-age… (more)

Subjects/Keywords: Tutors and tutoring.; Dissertations, Academic  – CSUN  – Education – Elementary Education

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APA (6th Edition):

Beasom, J. M. (1987). An after school cross-age tutoring program. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/130201

Chicago Manual of Style (16th Edition):

Beasom, Janice Marie. “An after school cross-age tutoring program.” 1987. Masters Thesis, California State University – Northridge. Accessed June 21, 2018. http://hdl.handle.net/10211.3/130201.

MLA Handbook (7th Edition):

Beasom, Janice Marie. “An after school cross-age tutoring program.” 1987. Web. 21 Jun 2018.

Vancouver:

Beasom JM. An after school cross-age tutoring program. [Internet] [Masters thesis]. California State University – Northridge; 1987. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/10211.3/130201.

Council of Science Editors:

Beasom JM. An after school cross-age tutoring program. [Masters Thesis]. California State University – Northridge; 1987. Available from: http://hdl.handle.net/10211.3/130201


California State University – Northridge

8. SImon, Bruce Emanuel. A comparison of teacher tutoring and student tutoring in a high school biology class.

Degree: MA, Department of Education, 1972, California State University – Northridge

 It seems that we are now in an age where there is a great amount of pressure on our educational system to prove that it… (more)

Subjects/Keywords: Tutors and tutoring – United States.; Dissertations, Academic  – CSUN  – Education

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APA (6th Edition):

SImon, B. E. (1972). A comparison of teacher tutoring and student tutoring in a high school biology class. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/136064

Chicago Manual of Style (16th Edition):

SImon, Bruce Emanuel. “A comparison of teacher tutoring and student tutoring in a high school biology class.” 1972. Masters Thesis, California State University – Northridge. Accessed June 21, 2018. http://hdl.handle.net/10211.3/136064.

MLA Handbook (7th Edition):

SImon, Bruce Emanuel. “A comparison of teacher tutoring and student tutoring in a high school biology class.” 1972. Web. 21 Jun 2018.

Vancouver:

SImon BE. A comparison of teacher tutoring and student tutoring in a high school biology class. [Internet] [Masters thesis]. California State University – Northridge; 1972. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/10211.3/136064.

Council of Science Editors:

SImon BE. A comparison of teacher tutoring and student tutoring in a high school biology class. [Masters Thesis]. California State University – Northridge; 1972. Available from: http://hdl.handle.net/10211.3/136064


California State University – San Bernardino

9. Wilson, Joan Elizabeth. The effects of cross-age tutoring on the oral fluency of the language minority student.

Degree: MAin Education, Education, 1993, California State University – San Bernardino

Subjects/Keywords: Peer-group tutoring of students  – California; Tutors and tutoring  – California; English language  – Study and teaching  – Bilingual method; English language  – Language acquisition; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Wilson, J. E. (1993). The effects of cross-age tutoring on the oral fluency of the language minority student. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilson, Joan Elizabeth. “The effects of cross-age tutoring on the oral fluency of the language minority student.” 1993. Thesis, California State University – San Bernardino. Accessed June 21, 2018. http://scholarworks.lib.csusb.edu/etd-project/642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilson, Joan Elizabeth. “The effects of cross-age tutoring on the oral fluency of the language minority student.” 1993. Web. 21 Jun 2018.

Vancouver:

Wilson JE. The effects of cross-age tutoring on the oral fluency of the language minority student. [Internet] [Thesis]. California State University – San Bernardino; 1993. [cited 2018 Jun 21]. Available from: http://scholarworks.lib.csusb.edu/etd-project/642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson JE. The effects of cross-age tutoring on the oral fluency of the language minority student. [Thesis]. California State University – San Bernardino; 1993. Available from: http://scholarworks.lib.csusb.edu/etd-project/642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

10. Lopez, Efrain M. A critical analysis of independent study.

Degree: MAin Education, Education, 1995, California State University – San Bernardino

Subjects/Keywords: Independent study  – California; Education  – California; Tutors and tutoring; Education

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APA (6th Edition):

Lopez, E. M. (1995). A critical analysis of independent study. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lopez, Efrain M. “A critical analysis of independent study.” 1995. Thesis, California State University – San Bernardino. Accessed June 21, 2018. http://scholarworks.lib.csusb.edu/etd-project/1081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lopez, Efrain M. “A critical analysis of independent study.” 1995. Web. 21 Jun 2018.

Vancouver:

Lopez EM. A critical analysis of independent study. [Internet] [Thesis]. California State University – San Bernardino; 1995. [cited 2018 Jun 21]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopez EM. A critical analysis of independent study. [Thesis]. California State University – San Bernardino; 1995. Available from: http://scholarworks.lib.csusb.edu/etd-project/1081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

11. Abdel-Mesih, Salwa T. Counseling and tutoring interventions for students with special needs to promote success in regular classes coursework: California State University Profile.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

The general purpose of this study was to investigate the concept that the learning disabled group (LDG) students who are given extra attention will show improvement in their regular classes. Three methods selected: Group counseling, individual counseling, and individual tutoring.

Subjects/Keywords: Interaction analysis in education; Inclusive education; Tutors and tutoring; Counseling in secondary education; Mainstreaming in education  – Social aspects; Special Education and Teaching

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APA (6th Edition):

Abdel-Mesih, S. T. (1998). Counseling and tutoring interventions for students with special needs to promote success in regular classes coursework: California State University Profile. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1659

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Abdel-Mesih, Salwa T. “Counseling and tutoring interventions for students with special needs to promote success in regular classes coursework: California State University Profile.” 1998. Thesis, California State University – San Bernardino. Accessed June 21, 2018. http://scholarworks.lib.csusb.edu/etd-project/1659.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Abdel-Mesih, Salwa T. “Counseling and tutoring interventions for students with special needs to promote success in regular classes coursework: California State University Profile.” 1998. Web. 21 Jun 2018.

Vancouver:

Abdel-Mesih ST. Counseling and tutoring interventions for students with special needs to promote success in regular classes coursework: California State University Profile. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2018 Jun 21]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1659.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Abdel-Mesih ST. Counseling and tutoring interventions for students with special needs to promote success in regular classes coursework: California State University Profile. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1659

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Cape Peninsula University of Technology

12. Langford, Dere. The use of concept mapping to enhance the teaching of chemical equilibrium in a Grade 12 physical science tutoring classroom .

Degree: 2014, Cape Peninsula University of Technology

 There is currently a strong emphasis on the teaching of Physical Sciences in the school system. The National Department of Education has established Dinaledi schools… (more)

Subjects/Keywords: Physical sciences  – Study and teaching (Secondary); Tutors and tutoring; Peer-group tutoring of students  – Western Cape; Chemical equilibrium; Dissertations, Academic; MTech; Theses, dissertations, etc.

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APA (6th Edition):

Langford, D. (2014). The use of concept mapping to enhance the teaching of chemical equilibrium in a Grade 12 physical science tutoring classroom . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1870

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Langford, Dere. “The use of concept mapping to enhance the teaching of chemical equilibrium in a Grade 12 physical science tutoring classroom .” 2014. Thesis, Cape Peninsula University of Technology. Accessed June 21, 2018. http://etd.cput.ac.za/handle/20.500.11838/1870.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Langford, Dere. “The use of concept mapping to enhance the teaching of chemical equilibrium in a Grade 12 physical science tutoring classroom .” 2014. Web. 21 Jun 2018.

Vancouver:

Langford D. The use of concept mapping to enhance the teaching of chemical equilibrium in a Grade 12 physical science tutoring classroom . [Internet] [Thesis]. Cape Peninsula University of Technology; 2014. [cited 2018 Jun 21]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1870.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Langford D. The use of concept mapping to enhance the teaching of chemical equilibrium in a Grade 12 physical science tutoring classroom . [Thesis]. Cape Peninsula University of Technology; 2014. Available from: http://etd.cput.ac.za/handle/20.500.11838/1870

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Carnegie Mellon University

13. Rivers, Kelly. Automated Data-Driven Hint Generation for Learning Programming.

Degree: 2017, Carnegie Mellon University

 Feedback is an essential component of the learning process, but in fields like computer science, which have rapidly increasing class sizes, it can be difficult… (more)

Subjects/Keywords: data-driven tutoring; programming tutors; canonicalization; path construction; hint representation; hint evaluation

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APA (6th Edition):

Rivers, K. (2017). Automated Data-Driven Hint Generation for Learning Programming. (Thesis). Carnegie Mellon University. Retrieved from http://repository.cmu.edu/dissertations/1055

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rivers, Kelly. “Automated Data-Driven Hint Generation for Learning Programming.” 2017. Thesis, Carnegie Mellon University. Accessed June 21, 2018. http://repository.cmu.edu/dissertations/1055.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rivers, Kelly. “Automated Data-Driven Hint Generation for Learning Programming.” 2017. Web. 21 Jun 2018.

Vancouver:

Rivers K. Automated Data-Driven Hint Generation for Learning Programming. [Internet] [Thesis]. Carnegie Mellon University; 2017. [cited 2018 Jun 21]. Available from: http://repository.cmu.edu/dissertations/1055.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rivers K. Automated Data-Driven Hint Generation for Learning Programming. [Thesis]. Carnegie Mellon University; 2017. Available from: http://repository.cmu.edu/dissertations/1055

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Boal, Steven. Effects of Contingent and Non-Continguent Tutor-Received Reinforcement on Peer Tutoring .

Degree: 1973, Drake U

 The Problem: To determine the effect of peer tutoring by ninth grade math students; under the conditions of no reinforcement, tutor-received reinforcement that is contingent… (more)

Subjects/Keywords: Tutors and tutoring; Reinforcement (Psychology)

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APA (6th Edition):

Boal, S. (1973). Effects of Contingent and Non-Continguent Tutor-Received Reinforcement on Peer Tutoring . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1011

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boal, Steven. “Effects of Contingent and Non-Continguent Tutor-Received Reinforcement on Peer Tutoring .” 1973. Thesis, Drake U. Accessed June 21, 2018. http://hdl.handle.net/2092/1011.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boal, Steven. “Effects of Contingent and Non-Continguent Tutor-Received Reinforcement on Peer Tutoring .” 1973. Web. 21 Jun 2018.

Vancouver:

Boal S. Effects of Contingent and Non-Continguent Tutor-Received Reinforcement on Peer Tutoring . [Internet] [Thesis]. Drake U; 1973. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/2092/1011.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boal S. Effects of Contingent and Non-Continguent Tutor-Received Reinforcement on Peer Tutoring . [Thesis]. Drake U; 1973. Available from: http://hdl.handle.net/2092/1011

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Dublin City University

15. McDonald, John. An experiment in cross-age tutoring in an Irish post primary school.

Degree: School of Education Studies, 1987, Dublin City University

 A programme of cross-age tutoring was introduced into the formal curriculum of a second-level school. The aim was twofold - to increase the incidence of… (more)

Subjects/Keywords: Education; Tutors and tutoring; Second level education Ireland

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APA (6th Edition):

McDonald, J. (1987). An experiment in cross-age tutoring in an Irish post primary school. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/19020/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McDonald, John. “An experiment in cross-age tutoring in an Irish post primary school.” 1987. Thesis, Dublin City University. Accessed June 21, 2018. http://doras.dcu.ie/19020/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McDonald, John. “An experiment in cross-age tutoring in an Irish post primary school.” 1987. Web. 21 Jun 2018.

Vancouver:

McDonald J. An experiment in cross-age tutoring in an Irish post primary school. [Internet] [Thesis]. Dublin City University; 1987. [cited 2018 Jun 21]. Available from: http://doras.dcu.ie/19020/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McDonald J. An experiment in cross-age tutoring in an Irish post primary school. [Thesis]. Dublin City University; 1987. Available from: http://doras.dcu.ie/19020/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Durban University of Technology

16. Nhari, Sibongile Ruth. Investigating internal service quality at Durban University of Technology Writing Centres.

Degree: 2017, Durban University of Technology

Submitted in fulfillment of the requirements for the degree Master in Philosophy Public Management, Durban, University of Technology, Durban, South Africa, 2017.

This research investigated… (more)

Subjects/Keywords: Service Quality; Satisfaction; Internal Customer; Universities and colleges – Employees – Attitudes; Tutors and tutoring – Attitudes; Writing centers – Quality control; Consumer satisfaction – South Africa; SERVQUAL (Service quality framework); Customer services – South Africa – Quality control

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nhari, S. R. (2017). Investigating internal service quality at Durban University of Technology Writing Centres. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/2607

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nhari, Sibongile Ruth. “Investigating internal service quality at Durban University of Technology Writing Centres.” 2017. Thesis, Durban University of Technology. Accessed June 21, 2018. http://hdl.handle.net/10321/2607.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nhari, Sibongile Ruth. “Investigating internal service quality at Durban University of Technology Writing Centres.” 2017. Web. 21 Jun 2018.

Vancouver:

Nhari SR. Investigating internal service quality at Durban University of Technology Writing Centres. [Internet] [Thesis]. Durban University of Technology; 2017. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/10321/2607.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nhari SR. Investigating internal service quality at Durban University of Technology Writing Centres. [Thesis]. Durban University of Technology; 2017. Available from: http://hdl.handle.net/10321/2607

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Durban University of Technology

17. Manjeya, Nicolle Chido. A contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC).

Degree: 2017, Durban University of Technology

Submitted in fulfilment of the requirements of the Degree of Doctor of Philosophy: Public Management, 2017.

Different pedagogies, and writing styles have not only over… (more)

Subjects/Keywords: Writing centers – South Africa; Tutors and tutoring – South Africa; Basic writing (Remedial education) – South Africa; English language – Rhetoric – Education (Higher) – South Africa; Rhetoric – Research; Written communication – Study and teaching; Durban University of Technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Manjeya, N. C. (2017). A contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC). (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/2613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Manjeya, Nicolle Chido. “A contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC).” 2017. Thesis, Durban University of Technology. Accessed June 21, 2018. http://hdl.handle.net/10321/2613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Manjeya, Nicolle Chido. “A contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC).” 2017. Web. 21 Jun 2018.

Vancouver:

Manjeya NC. A contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC). [Internet] [Thesis]. Durban University of Technology; 2017. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/10321/2613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Manjeya NC. A contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC). [Thesis]. Durban University of Technology; 2017. Available from: http://hdl.handle.net/10321/2613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Edith Cowan University

18. Reid, Douglas. An examination of the capabilities required by university tutors in online learning environments and the factors affecting the relative importance of these capabilities.

Degree: 2004, Edith Cowan University

 The Internet is influencing some would say revolutionizing most aspects of our society, including distance education (Simonson, Smaldino, Albright, & Zvacek,2003). There has been a… (more)

Subjects/Keywords: Internet in education; Computer-assisted instruction; College teachers; College teaching; Tutors and tutoring; Distance education; Computer-assisted instruction.; Education

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APA (6th Edition):

Reid, D. (2004). An examination of the capabilities required by university tutors in online learning environments and the factors affecting the relative importance of these capabilities. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/814

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reid, Douglas. “An examination of the capabilities required by university tutors in online learning environments and the factors affecting the relative importance of these capabilities.” 2004. Thesis, Edith Cowan University. Accessed June 21, 2018. http://ro.ecu.edu.au/theses/814.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reid, Douglas. “An examination of the capabilities required by university tutors in online learning environments and the factors affecting the relative importance of these capabilities.” 2004. Web. 21 Jun 2018.

Vancouver:

Reid D. An examination of the capabilities required by university tutors in online learning environments and the factors affecting the relative importance of these capabilities. [Internet] [Thesis]. Edith Cowan University; 2004. [cited 2018 Jun 21]. Available from: http://ro.ecu.edu.au/theses/814.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reid D. An examination of the capabilities required by university tutors in online learning environments and the factors affecting the relative importance of these capabilities. [Thesis]. Edith Cowan University; 2004. Available from: http://ro.ecu.edu.au/theses/814

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Lockhart, Tony F. Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals.

Degree: MS, Literature, Communication, and Culture, 2011, Georgia Tech

 The impact of affect on learning and performance has caused many researchers in the field of cognitive psychology to acknowledge the value of motivationally supportive… (more)

Subjects/Keywords: Activity theory; Motivation; Goal orientation; Model tracing; Regulatory fit; Intelligent tutoring system; ITS; Intrinsic; Engagement; Situated activity theory; Affect; Self-efficacy; Learning theory; Distributed learning system; Extrinsic; Tutors and tutoring; Cognitive learning; Learning; Learning, Psychology of; Educational psychology; Motivation in education

…Intelligent Tutoring System K-S Kolmogorov Smirnov K-W Kruskal Wallis MApproach Mastery… …INTRODUCTION Individual tutoring has been considered the most effective means of instruction among… …pedagogical model based on the one-to-one tutoring strategy. Although successful in the transfer of… …declarative knowledge, early attempts in the design of intelligent tutoring systems failed to… …of how people learn. Although one of the main challenges of intelligent tutoring systems is… 

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APA (6th Edition):

Lockhart, T. F. (2011). Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/39556

Chicago Manual of Style (16th Edition):

Lockhart, Tony F. “Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals.” 2011. Masters Thesis, Georgia Tech. Accessed June 21, 2018. http://hdl.handle.net/1853/39556.

MLA Handbook (7th Edition):

Lockhart, Tony F. “Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals.” 2011. Web. 21 Jun 2018.

Vancouver:

Lockhart TF. Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals. [Internet] [Masters thesis]. Georgia Tech; 2011. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/1853/39556.

Council of Science Editors:

Lockhart TF. Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals. [Masters Thesis]. Georgia Tech; 2011. Available from: http://hdl.handle.net/1853/39556


Iowa State University

20. Canfield, Earle Lloyd. Effectiveness of tutoring aid for potentially deficient students in a mathematics of finance course at Drake University.

Degree: 1950, Iowa State University

Subjects/Keywords: Remedial teaching; Tutors and tutoring; Prediction of scholastic success; Mathematics – Study and teaching; Science and Mathematics Education

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APA (6th Edition):

Canfield, E. L. (1950). Effectiveness of tutoring aid for potentially deficient students in a mathematics of finance course at Drake University. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/rtd/13022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Canfield, Earle Lloyd. “Effectiveness of tutoring aid for potentially deficient students in a mathematics of finance course at Drake University.” 1950. Thesis, Iowa State University. Accessed June 21, 2018. https://lib.dr.iastate.edu/rtd/13022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Canfield, Earle Lloyd. “Effectiveness of tutoring aid for potentially deficient students in a mathematics of finance course at Drake University.” 1950. Web. 21 Jun 2018.

Vancouver:

Canfield EL. Effectiveness of tutoring aid for potentially deficient students in a mathematics of finance course at Drake University. [Internet] [Thesis]. Iowa State University; 1950. [cited 2018 Jun 21]. Available from: https://lib.dr.iastate.edu/rtd/13022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Canfield EL. Effectiveness of tutoring aid for potentially deficient students in a mathematics of finance course at Drake University. [Thesis]. Iowa State University; 1950. Available from: https://lib.dr.iastate.edu/rtd/13022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Gellin, Laura M. Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach.

Degree: 2012, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

While a writing center tutor may view her role as a coach, a commentator, and a counselor, the tutor actually… (more)

Subjects/Keywords: writing center; composition; metacognition; transformation; motivation; public writing; digital literacy; technology integration; tutor-teacher; lifelong learning; Writing centers; Tutors and tutoring; Metacognition; Composition (Language arts)

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6

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APA (6th Edition):

Gellin, L. M. (2012). Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2793

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gellin, Laura M. “Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach.” 2012. Thesis, IUPUI. Accessed June 21, 2018. http://hdl.handle.net/1805/2793.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gellin, Laura M. “Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach.” 2012. Web. 21 Jun 2018.

Vancouver:

Gellin LM. Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach. [Internet] [Thesis]. IUPUI; 2012. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/1805/2793.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gellin LM. Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach. [Thesis]. IUPUI; 2012. Available from: http://hdl.handle.net/1805/2793

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Hrubik-Vulanovic, Tatjana. EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2013, Kent State University

 The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students’ success in… (more)

Subjects/Keywords: Community College Education; Education; Higher Education; Mathematics Education; intelligent tutors; ALEKS; online learning; adaptive tutors; remedial courses; developmental courses; college mathematics courses; intelligent tutoring systems; online courses; college; mathematics

tutors. Some examples are intelligent tutoring systems, adaptive tutoring systems, computer… …102 ALEKS and the Framework of Intelligent Tutoring Systems… …are called intelligent or adaptive tutors because they create a unique learning environment… …for each student and, as a student learns new topics, the tutoring system updates the… …Intelligent tutoring systems are promising, but the number of commercial solutions is still… 

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APA (6th Edition):

Hrubik-Vulanovic, T. (2013). EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020

Chicago Manual of Style (16th Edition):

Hrubik-Vulanovic, Tatjana. “EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES.” 2013. Doctoral Dissertation, Kent State University. Accessed June 21, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020.

MLA Handbook (7th Edition):

Hrubik-Vulanovic, Tatjana. “EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES.” 2013. Web. 21 Jun 2018.

Vancouver:

Hrubik-Vulanovic T. EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES. [Internet] [Doctoral dissertation]. Kent State University; 2013. [cited 2018 Jun 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020.

Council of Science Editors:

Hrubik-Vulanovic T. EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES. [Doctoral Dissertation]. Kent State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020


Macquarie University

23. Kozar, Olga. Private one-to-one language education via video/audio conferencing (LEVAC) in Russia.

Degree: 2015, Macquarie University

Thesis by publication.

Bibliography: pages 262-198.

Chapter one. Introduction  – Chapter two. Private tutoring in Russia (Paper one)  – Chapter three. A new kid on… (more)

Subjects/Keywords: Language and languages  – Study and teaching  – Russia; Tutors and tutoring  – Russia (Federation); Internet in education  – Russia (Federation); videoconferencing; language education; discourse

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APA (6th Edition):

Kozar, O. (2015). Private one-to-one language education via video/audio conferencing (LEVAC) in Russia. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1146290

Chicago Manual of Style (16th Edition):

Kozar, Olga. “Private one-to-one language education via video/audio conferencing (LEVAC) in Russia.” 2015. Doctoral Dissertation, Macquarie University. Accessed June 21, 2018. http://hdl.handle.net/1959.14/1146290.

MLA Handbook (7th Edition):

Kozar, Olga. “Private one-to-one language education via video/audio conferencing (LEVAC) in Russia.” 2015. Web. 21 Jun 2018.

Vancouver:

Kozar O. Private one-to-one language education via video/audio conferencing (LEVAC) in Russia. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2018 Jun 21]. Available from: http://hdl.handle.net/1959.14/1146290.

Council of Science Editors:

Kozar O. Private one-to-one language education via video/audio conferencing (LEVAC) in Russia. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1146290


Marshall University

24. Haynes, Leslie Clayberger. Reading Matters : A Case Study of a Community Volunteer Tutoring Program.

Degree: 2004, Marshall University

 The objective of this qualitative research was to study through a phenomenological approach Reading Matters, a community volunteer reading program to determine if students are… (more)

Subjects/Keywords: qualitative research; phenomenological research; volunteer; tutoring; post-positivist orientation; characteristics; techniques; elementary school; <; p>; Volunteer workers in education.<; /p>; <; p>; Tutors and tutoring - Case studies.<; /p>; <; p>; Individualized reading instruction.<; /p>;

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APA (6th Edition):

Haynes, L. C. (2004). Reading Matters : A Case Study of a Community Volunteer Tutoring Program. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Haynes, Leslie Clayberger. “Reading Matters : A Case Study of a Community Volunteer Tutoring Program.” 2004. Thesis, Marshall University. Accessed June 21, 2018. http://mds.marshall.edu/etd/160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Haynes, Leslie Clayberger. “Reading Matters : A Case Study of a Community Volunteer Tutoring Program.” 2004. Web. 21 Jun 2018.

Vancouver:

Haynes LC. Reading Matters : A Case Study of a Community Volunteer Tutoring Program. [Internet] [Thesis]. Marshall University; 2004. [cited 2018 Jun 21]. Available from: http://mds.marshall.edu/etd/160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haynes LC. Reading Matters : A Case Study of a Community Volunteer Tutoring Program. [Thesis]. Marshall University; 2004. Available from: http://mds.marshall.edu/etd/160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Marshall University

25. Craddock, Hollie R. Tutoring ESL Students for Improvements in Language Skills.

Degree: 2014, Marshall University

 Much research has been conducted from the framework of Vygotsky’s Sociocultural Theory, and on the concept of the Zone of Proximal Development (ZPD). SCT has… (more)

Subjects/Keywords: Microgensis; Scaffolding; SCT; SLA; Tutoring; ZPD; <; p>; English language  – Study and teaching  – Foreign speakers.<; /p>; <; p>; Tutors and tutoring  – Case studies.<; /p>;

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APA (6th Edition):

Craddock, H. R. (2014). Tutoring ESL Students for Improvements in Language Skills. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/835

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Craddock, Hollie R. “Tutoring ESL Students for Improvements in Language Skills.” 2014. Thesis, Marshall University. Accessed June 21, 2018. http://mds.marshall.edu/etd/835.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Craddock, Hollie R. “Tutoring ESL Students for Improvements in Language Skills.” 2014. Web. 21 Jun 2018.

Vancouver:

Craddock HR. Tutoring ESL Students for Improvements in Language Skills. [Internet] [Thesis]. Marshall University; 2014. [cited 2018 Jun 21]. Available from: http://mds.marshall.edu/etd/835.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Craddock HR. Tutoring ESL Students for Improvements in Language Skills. [Thesis]. Marshall University; 2014. Available from: http://mds.marshall.edu/etd/835

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


McGill University

26. Hambly, Catherine. Behaviour and beliefs of volunteer literacy tutors.

Degree: MA, Department of Culture and Values in Education., 1998, McGill University

 Volunteer literacy tutors are key actors in one-on-one adult learner-tutor relationships, although few studies have examined tutors' role in literacy provision. This study had two… (more)

Subjects/Keywords: Tutors and tutoring  – Québec (Province)  – Montréal  – Case studies.; Peer-group tutoring of students  – Québec (Province)  – Montréal  – Case studies.; Literacy programs  – Québec (Province)  – Montréal  – Case studies.

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APA (6th Edition):

Hambly, C. (1998). Behaviour and beliefs of volunteer literacy tutors. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile28277.pdf

Chicago Manual of Style (16th Edition):

Hambly, Catherine. “Behaviour and beliefs of volunteer literacy tutors.” 1998. Masters Thesis, McGill University. Accessed June 21, 2018. http://digitool.library.mcgill.ca/thesisfile28277.pdf.

MLA Handbook (7th Edition):

Hambly, Catherine. “Behaviour and beliefs of volunteer literacy tutors.” 1998. Web. 21 Jun 2018.

Vancouver:

Hambly C. Behaviour and beliefs of volunteer literacy tutors. [Internet] [Masters thesis]. McGill University; 1998. [cited 2018 Jun 21]. Available from: http://digitool.library.mcgill.ca/thesisfile28277.pdf.

Council of Science Editors:

Hambly C. Behaviour and beliefs of volunteer literacy tutors. [Masters Thesis]. McGill University; 1998. Available from: http://digitool.library.mcgill.ca/thesisfile28277.pdf


McGill University

27. Mercier, Julien, 1974-. Help seeking and use of tutor scaffolding by dyads learning with a computer tutor in statistics.

Degree: PhD, Department of Educational and Counselling Psychology., 2004, McGill University

Research on tutoring has shown that the student's interaction with the tutor determines the learning outcomes. In human tutoring, the responsibility of the interaction is… (more)

Subjects/Keywords: Tutors and tutoring.; Statistics  – Study and teaching.; Education  – Data processing.

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APA (6th Edition):

Mercier, Julien, 1. (2004). Help seeking and use of tutor scaffolding by dyads learning with a computer tutor in statistics. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile85191.pdf

Chicago Manual of Style (16th Edition):

Mercier, Julien, 1974-. “Help seeking and use of tutor scaffolding by dyads learning with a computer tutor in statistics.” 2004. Doctoral Dissertation, McGill University. Accessed June 21, 2018. http://digitool.library.mcgill.ca/thesisfile85191.pdf.

MLA Handbook (7th Edition):

Mercier, Julien, 1974-. “Help seeking and use of tutor scaffolding by dyads learning with a computer tutor in statistics.” 2004. Web. 21 Jun 2018.

Vancouver:

Mercier, Julien 1. Help seeking and use of tutor scaffolding by dyads learning with a computer tutor in statistics. [Internet] [Doctoral dissertation]. McGill University; 2004. [cited 2018 Jun 21]. Available from: http://digitool.library.mcgill.ca/thesisfile85191.pdf.

Council of Science Editors:

Mercier, Julien 1. Help seeking and use of tutor scaffolding by dyads learning with a computer tutor in statistics. [Doctoral Dissertation]. McGill University; 2004. Available from: http://digitool.library.mcgill.ca/thesisfile85191.pdf


Miami University

28. Watson, Siobhan Teresa. “Identity Issues”: Tutor Identities, Training, and Writing Center Communities.

Degree: MA, English, 2012, Miami University

 This paper discusses the issue of writing center tutors’ claims to identity, as well as how those identities are changed by their training to become… (more)

Subjects/Keywords: Composition; Higher Education; writing centers; tutors; tutoring; peer tutoring; writing; identities; tutor training; communities

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APA (6th Edition):

Watson, S. T. (2012). “Identity Issues”: Tutor Identities, Training, and Writing Center Communities. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1343935367

Chicago Manual of Style (16th Edition):

Watson, Siobhan Teresa. ““Identity Issues”: Tutor Identities, Training, and Writing Center Communities.” 2012. Masters Thesis, Miami University. Accessed June 21, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1343935367.

MLA Handbook (7th Edition):

Watson, Siobhan Teresa. ““Identity Issues”: Tutor Identities, Training, and Writing Center Communities.” 2012. Web. 21 Jun 2018.

Vancouver:

Watson ST. “Identity Issues”: Tutor Identities, Training, and Writing Center Communities. [Internet] [Masters thesis]. Miami University; 2012. [cited 2018 Jun 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1343935367.

Council of Science Editors:

Watson ST. “Identity Issues”: Tutor Identities, Training, and Writing Center Communities. [Masters Thesis]. Miami University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1343935367


Michigan State University

29. Helmke, Beate. The efficiency of tutored versus nontutored individualized instruction.

Degree: PhD, 1978, Michigan State University

Subjects/Keywords: Individualized instruction; Tutors and tutoring

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Helmke, B. (1978). The efficiency of tutored versus nontutored individualized instruction. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:11205

Chicago Manual of Style (16th Edition):

Helmke, Beate. “The efficiency of tutored versus nontutored individualized instruction.” 1978. Doctoral Dissertation, Michigan State University. Accessed June 21, 2018. http://etd.lib.msu.edu/islandora/object/etd:11205.

MLA Handbook (7th Edition):

Helmke, Beate. “The efficiency of tutored versus nontutored individualized instruction.” 1978. Web. 21 Jun 2018.

Vancouver:

Helmke B. The efficiency of tutored versus nontutored individualized instruction. [Internet] [Doctoral dissertation]. Michigan State University; 1978. [cited 2018 Jun 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:11205.

Council of Science Editors:

Helmke B. The efficiency of tutored versus nontutored individualized instruction. [Doctoral Dissertation]. Michigan State University; 1978. Available from: http://etd.lib.msu.edu/islandora/object/etd:11205


Michigan State University

30. Oberle, Paul John, 1932-. An evaluation of the Central Michigan University Thumb Area Teen Ranch Tutorial Program's influence upon the affective attitudes and values of secondary student teachers.

Degree: PhD, College of Education, 1973, Michigan State University

Subjects/Keywords: Empathy; Student teachers – Michigan; Teachers – Training of – Michigan; Tutors and tutoring

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Oberle, Paul John, 1. (1973). An evaluation of the Central Michigan University Thumb Area Teen Ranch Tutorial Program's influence upon the affective attitudes and values of secondary student teachers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:5907

Chicago Manual of Style (16th Edition):

Oberle, Paul John, 1932-. “An evaluation of the Central Michigan University Thumb Area Teen Ranch Tutorial Program's influence upon the affective attitudes and values of secondary student teachers.” 1973. Doctoral Dissertation, Michigan State University. Accessed June 21, 2018. http://etd.lib.msu.edu/islandora/object/etd:5907.

MLA Handbook (7th Edition):

Oberle, Paul John, 1932-. “An evaluation of the Central Michigan University Thumb Area Teen Ranch Tutorial Program's influence upon the affective attitudes and values of secondary student teachers.” 1973. Web. 21 Jun 2018.

Vancouver:

Oberle, Paul John 1. An evaluation of the Central Michigan University Thumb Area Teen Ranch Tutorial Program's influence upon the affective attitudes and values of secondary student teachers. [Internet] [Doctoral dissertation]. Michigan State University; 1973. [cited 2018 Jun 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:5907.

Council of Science Editors:

Oberle, Paul John 1. An evaluation of the Central Michigan University Thumb Area Teen Ranch Tutorial Program's influence upon the affective attitudes and values of secondary student teachers. [Doctoral Dissertation]. Michigan State University; 1973. Available from: http://etd.lib.msu.edu/islandora/object/etd:5907

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