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作者 Bruno, Annette M
書名 The effects of participation in a cross-age tutoring program on the writing behaviors and attitudes of the students in the role of the tutor
國際標準書號 0496680803
book jacket
說明 116 p
附註 Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0451
Adviser: Mary Strong
Thesis (Ed.D.)--Widener University, 2004
Classroom teachers often find it difficult to provide students with individualized instruction and attention. Research indicates that tutoring programs, when designed and implemented properly, can be of great benefit to the tutee and the tutor
The purpose of this study was to examine the effects of participation in a cross-age tutoring program on the writing process behaviors, attitudes toward writing, writing confidence, and writing achievement of the students who acted as the tutors. Specifically, the following questions were explored: Did participation as a tutor in the cross-age program change the way that the fifth grade tutors approach the writing process when engaging in their own writing in terms of prewriting activities, revision strategies, and editing procedures? Did participation change the tutor's attitude toward writing? Did participation have an effect on the writing confidence level of the tutor? Did participation have an effect on the writing achievement of the tutor?
Students in four kindergarten classes and four fifth grades (n = 80) from three different elementary schools in an eastern Pennsylvania school district comprised the partnership groups for a tutoring program. Four other fifth grade classes in the same district served as the control group (n = 79) for the study
This study incorporated both qualitative and quantitative research methods. A pretest-posttest control-group design with between group and within-group comparison was used. Statistical analysis of posttest scores on the Writer Self-Perception Scale (WSPS) (Bottomly, Henk, & Melnick, 1998) was done using a MANCOVA to measure attitudes toward writing and writing confidence. Four of the five WSPS subscales were shown to be significant at the 0.01 level
Writing samples were taken from the control and treatment groups pre and post program to examine changes in writing achievement. An ANCOVA indicated a significant gain for both the control and treatment groups. However, the treatment group showed a greater gain in the mean score (3.66) than the control group (1.65)
Students were interviewed in order to explore the tutors' approach to the writing process regarding a sample. Journal responses, observations, and interviews provided rich descriptions of the tutoring program, student performance, and student progress
School code: 1063
DDC
Host Item Dissertation Abstracts International 65-02A
主題 Education, Reading
Education, Language and Literature
Education, Elementary
0535
0279
0524
Alt Author Widener University
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