Partners: Students and Tutors Write about Learning Together.

Institution	Virginia Adult Learning Resource Center, Richmond.
Titel	Partners: Students and Tutors Write about Learning Together.
Quelle	(2000), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Educators; Adult Learning; Adult Literacy; Adult Programs; Adult Students; Attitude Change; Community Education; Educational Attitudes; Educational Improvement; Learning Disabilities; Literacy Education; Partnerships in Education; Pilot Projects; Program Development; Program Effectiveness; Questionnaires; Services; State Surveys; Student Attitudes; Student Developed Materials; Teacher Attitudes; Teacher Developed Materials; Teacher Student Relationship; Tutors; Writing (Composition); Virginia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Attitudinal change; Einstellungsänderung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching improvement; Unterrichtsentwicklung; Learning handicap; Lernbehinderung; Hochschulpartnerschaft; Pilot project; Modellversuch; Pilotprojekt; Programmplanung; Fragebogen; Dienstleistung; Schülerverhalten; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Förderlehrer; Lehrender; Tutor; Schreibübung
Abstract	The Virginia 1999-2000 Learning Disabilities Training and Dissemination (LDTD) project was undertaken to improve educational services to adults with learning disabilities. During the project, learners and tutors from six community-based literacy programs across Virginia volunteered to share their experiences as they participated in pilot testing of changes in intake processes, learner assessment, tutor training, and instructional practices that were made as a result of the LDTD project. Two student-tutor pairs from each program volunteered to share their experiences in writing. During the six-month project, the students and tutors submitted written pieces on the following topics: information gained about learning disabilities; reactions to new teaching or learning approaches; successful learning experiences; challenges and frustrations experienced; strategies and materials that should be recommended to others; and advice to other students and tutors. The following are among the major project findings: (1) the tutors and students have good personal and working relationships; (2) tutors and learners alike are able to articulate specific difficulties and are often frustrated but still hopeful; (3) a variety of strategies, tools, and materials are being used; and (4) progress is being made. (Eight selected student responses to the six questions and a list of twelve resources cited are appended.) (MN)
Anmerkungen	For full text: http://www.vcu.edu/aelweb/Partners.PDF.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC