Tutoring Support and Student Voice in Middle School

Autor/inn/en	Strom, Paris S.; Strom, Robert D.; Sindel-Arrington, Tricia; Wang, Chih-hsuan
Titel	Tutoring Support and Student Voice in Middle School
Quelle	In: School Community Journal, 32 (2022) 1, S.39-62 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Tutors; Tutoring; Peer Teaching; Middle School Students; Student Attitudes; Cooperative Learning; Scores; Help Seeking; Gender Differences; Learning Disabilities; Volunteers; English Language Learners; Cross Age Teaching; Educational Improvement + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Peer group teaching; Peer Group Teaching; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Kooperatives Lernen; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Geschlechterkonflikt; Learning handicap; Lernbehinderung; Freiwilliger; Teaching improvement; Unterrichtsentwicklung
Abstract	This article examines the persistent problem of student literacy, the range of tutoring solutions, and implications for peer teaching in cooperative learning teams. Possible school reforms that reflect practices in other countries with high student test scores and peer norms in support of tutoring are described. An online poll was completed by 190 adolescents to share perceptions about tutoring at their middle school. Given the powerful impact of peers on adolescent socialization, it was not surprising that findings showed students who needed tutoring most denied their academic problem, tried to avoid embarrassment from peers, and did not request assistance. Poll responses revealed absence of a peer norm to motivate engagement in tutoring without sacrifice to personal status. If a lesson or curriculum subject was difficult, the students asked friends for help more often than they asked teachers. Analysis of gender differences showed that if students told friends they planned to request tutoring, females were more likely to give encouragement than males. Female students also showed greater willingness than males to volunteer as tutors for assisting learning disabled classmates, English as second language learners, and peers in their cooperative learning groups. Results of student voice as expressed in the online Tutoring Poll contributed to the school continuous improvement plan. Tutoring recommendations for school districts to consider are explained. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01