Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families

Autor/inn/en	MacGillivray, Laurie; Goode, Gretchen S.
Titel	Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 24 (2016) 3, S.186-200 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2016.1222810
Schlagwörter	Tutoring; After School Programs; Tutors; Homeless People; Qualitative Research; Case Studies; Interaction; Social Capital; Family Programs; Semi Structured Interviews; Focus Groups; Observation; Discussion Groups; Interaction Process Analysis; Group Dynamics; Conflict; Grounded Theory + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Förderlehrer; Lehrender; Tutor; Homeless person; Homeless persons; Obdachloser; Qualitative Forschung; Case study; Fallstudie; Case Study; Interaktion; Sozialkapital; Family program; Familienprogramm; Beobachtung; Prozessanalyse; Gruppendynamik; Konflikt
Abstract	Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu's concepts of "social capital" and "field", we found that the dynamics between tutors were complex, with tutors jockeying for position amid contestations over the rules and organization of the tutoring sessions. The implications include the significant impact that the dynamics among tutors can have on the overall program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01