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Research regarding athletics stakeholders' (e.g., faculty, non-athlete peers) perceptions of Division I college athletes is abundant and demonstrates that most stakeholders hold negative and stereotypical views of athletes. However, despite their time spent with athletes, little is known about the perceptions academic tutors have toward the athletes they are brought in to assist. Thus, through the lens of stereotype threat, this study explored graduate(d) and undergraduate tutors' (n = 67) perceptions of athletes from three academically and athletically elite Division I institutions. Tutors' perceptions were examined and compared based on their responses to an adapted situational attitude scale survey using correlations, t-tests, and Fisher's Z tests. In general, results suggested tutors did not maintain stereotypical perceptions of the athletes they worked with, a key difference from previous scholarship in this area. Still, graduate(d) tutors generally held athletes to higher academic standards compared to undergraduate tutors. Implications for sport practitioners in academic support programs for athletes include hiring more graduate(d) tutors to work with athletes and fostering stronger relationships between tutors and athletes. Ultimately, this study expands upon the previous research on perceptions and stereotypes of athletes and the findings may demonstrate a shift toward more positive and strengths-based perceptions of Division I athletes. [ABSTRACT FROM AUTHOR]

This study focuses on the practices implemented by tutors, considering education professionals, especially teachers, on the one hand, and on the other, non-education professionals, namely students. Interviews with 24 tutors, inspired by the explicitation interview technique, enabled us to determine that the nine most frequently implemented practices are similar regardless of whether the tutor is an education professional. Nevertheless, eight elements are likely to influence tutoring, most notably being familiar with the tutored students and their difficulties before the session, and knowing how the concepts are addressed in class. In this regard, tutoring provided by education professionals is likely to be even more effective the more they know the tutees. However, it would appear that non-professionals trained in program concepts and who benefit from follow-ups with the students' teachers or parents are also able to provide quality tutoring. [ABSTRACT FROM AUTHOR]

This study explores the experiences and the preferred schedule of face-to-face and online tutorials in a problem-based learning setting where students learn collaboratively, based on cognitive, social, and teaching presences. Seventeen experienced students and 13 tutors attended semi-structured interviews focusing on their experiences and preferences. The majority (15 students and seven tutors) preferred a 100% face-to-face schedule as the default option to stimulate deep learning and social interactions, while two students and five tutors preferred a schedule with a majority of face-to-face tutorials with some online sessions. Overall, face-to-face tutorial meetings were perceived to deepen content discussions, create a sense of connection through social interactions and non-verbal communication, and protect student well-being. [ABSTRACT FROM AUTHOR]

Private supplementary tutoring, also known as shadow education, has had a profound influence on Chinese education during the past twenty years. The rapid expansion of shadow education has attracted the attention and increased regulation of the Chinese government. In July 2021, the Chinese government adopted one of the most restrictive legislative constraints on shadow education: the so-called 'double reduction' policy. This policy aims to reduce the dual burden for students of on-campus classes and off-campus tutoring. Through analysis of China's central and provincial double reduction policies, this study examines the policy goals, accompanying instruments, and delineated implementation strategies. Interviews with tutors from shadow education institutions in five major cities in China uncover the strategies shadow education tutors have applied to mitigate the policy constraints and offer criticism of the Chinese political system and deficiencies in the neoliberal education system. [ABSTRACT FROM AUTHOR]

Undergraduate peer drop-in mathematics tutoring is a common form of support at the university level, yet research regarding how to train this specific group of tutors is underspecified. This paper aims to describe a training program for this population that is grounded in mathematics education research. It serves as a first step in conducting a design experiment on how training impacts tutor behaviours. This paper addresses the research question: How can mathematics education research inform tutor training design? First, the specific context for the training program is characterized, followed by challenges to training programs. Then, ways in which research on mathematics classroom teaching and learning can apply to tutoring are discussed. Finally, the training program is described in detail, including the research which informed the design, as well as the learning outcomes, activities, and feedback mechanisms. Broadly, the goals of the training program are to promote productive beliefs regarding tutoring and learning mathematics, to increase the use of NCTM's [(2014). Principles to action.] teacher/student actions in tutoring practices, and to develop reflective practitioners. To guide the development of these skills and dispositions in tutors, tutors engage with tutoring scenarios, excerpts, and case studies. Tutors are also provided with opportunities to reflect on their own tutoring practices. [ABSTRACT FROM AUTHOR]

This paper employs the lenses of timescapes, themselves shaped by wider conceptions of time, to view evolving patterns of private supplementary tutoring around the world. Such tutoring is commonly called shadow education because much of its content mimics that in regular schooling: curriculum changes in the schools lead to related changes in the shadow. Shadow education has greatly expanded in recent decades, and research on the theme has also expanded but still lags. The phenomenon has far-reaching implications not only as an entity in itself but also for schooling and broader dimensions of society. Employing examples from a wide range of countries, the paper considers categories of clock and calendar time, curricular time, mental-concentration time, and life-cycle time. It shows the value of temporal analysis alongside, and often in conjunction with, spatial analysis of the phenomenon. [ABSTRACT FROM AUTHOR]

A reappraisal of the education of future architects is now a point of focus for Schools of Architecture in the UK because professional bodies have called for a 'sharpened focus' on the training of students. Specific teacher training for architect-educators does not currently exist in the UK. However, between 1996 and c.2002, a tutor training programme for architect-educators was taught at the University of East London, modelled on the pedagogic approaches of the Tavistock Clinic. This article uses case study research and semi-structured interviews to show that trainee architect-educators were taught to teach using the practice of observation and reflection; methods which are unfamiliar in architectural education. This article argues that the creators of this tutor training programme adopted an atypical, transdisciplinary approach to learning and teaching, which remains unique and special, and concludes by suggesting that support for architect-educators could be an important component of any re-structured education programme. [ABSTRACT FROM AUTHOR]

Student retention is a persistent problem in many educational institutions, and we seek to address this issue through the implementation of tutoring programs. To achieve this objective, system dynamics (SD) modeling is proposed as a method. This analytical tool allows simulating and predicting the behavior of a complex system over time, considering the interactions between its components. The main objective of this research is to perform SD modeling to improve student retention through tutoring. It seeks to design more effective and personalized tutoring programs, adapted to the specific needs and challenges of the institution's students. The results obtained show that, in the period between 2022 and 2026, research degrees will be encouraged, reaching 50% participation. This increase is considered a positive indicator that encourages universities to become research protagonists. In conclusion, SD modeling makes it possible to forecast and strategically plan the expected results in terms of student retention. This method provides tools to more effectively address the problem of retention, ensuring the academic success of students and promoting the participation of universities in research. [ABSTRACT FROM AUTHOR]

This study presents an innovative approach using the Ethereum blockchain to democratize access to tutoring services, advancing educational technology by bridging the affordability gap for learners with limited financial resources. This solution enables low-income learners to access tutoring services without significant expenses by eliminating intermediaries through smart contracts. Learners can directly book tutoring services based on fees and evaluations, ensuring a fair and accessible experience. The findings show that this approach reduces tutoring expenses and improves trust and accountability through transparent transactions and feedback mechanisms. The proposed system demonstrates how blockchain technology can foster a more equitable and efficient educational landscape, offering personalized support to all learners regardless of their economic background. [ABSTRACT FROM AUTHOR]

Based on the sharing-storage-retrieval process of team learning theory, we construct a chain mediation model to examine the impact of team voice frequency on team creativity. Specifically, we explore the mediating roles of team transactive memory system and team knowledge utilization, as well as the moderating effects of team voice disparity and team voice quality. Collecting the two-stage longitudinal paired data of 61 scientific research teams consisting of 338 students (reporting team voice frequency, team voice quality, team transactive memory system, and team knowledge utilization) and 61 tutors (reporting team creativity), we find that team transactive memory system and team knowledge utilization play a chain mediating role between team voice frequency and team creativity. Moreover, team voice disparity negatively moderates the positive effect of team voice frequency on team transactive memory system, while team voice quality positively moderates this relationship. This study reveals the chain mechanism and boundary conditions of how team voice frequency influences on team creativity, thereby complementing existing research on the role of team voice in shaping team creativity. [ABSTRACT FROM AUTHOR]

This paper investigates the spillover effects of middle school students taking up academic tutoring on students' cognitive and noncognitive skills in the same class in China. The identification relies on variations across classes within schools, which are formed roughly randomly. Correcting for measurement error, we find a significantly positive spillover effect of peers' academic tutoring on students' English test scores, and no spillover effect exists on students' ranks at the school level. For noncognitive performance, we find a positive spillover effect of academic tutoring on improving confidence. Our results show no positive external welfare exists for academic tutoring for students' grades or ranks, consistent with the newly released 'Double Reduction' policy that the Chinese government prohibits extra academic tutoring. [ABSTRACT FROM AUTHOR]

The visualization of education and the digital presentation of the studied material are already an inseparable part of modern education. In the new innovative world, young people have online access to vast amounts of information, which in most cases is superficial, unscientific, highly visual and organized in small spots of text. Therefore, a better knowledge of the factors that influence the perception of information is needed – good structure, engaging content, quality visualization. These factors shape how people process and remember presented knowledge. The present scientific development describes a study conducted using an eye tracking system, which visualizes the orientation of attention with different structuredness of the presented learning material. Research indicates the most appropriate structuring of text::images elements. The analysis made can serve as a guide for tutors when preparing learning resources; indicate how the informative material should be organized, enriched with appropriate pictures or infographics. [ABSTRACT FROM AUTHOR]

Intelligent game-based learning environments have developed and created dynamic, effective, and engaging learning experiences, serving as a tutoring framework for students of different educational levels. Although game-based features have recently been shown to have the potential to improve intelligent tutoring systems in these learning environments, there remains some debate and challenges in terms of their benefits for learning. Therefore, in this study, we aim to identify the categories of game-based features and explore how particular game-based features influence students' learning in intelligent learning environments. To achieve this goal, we presented the findings of a systematic literature review published between 2016 and 2021. Content analysis showed that the most frequent game-based features used in intelligent game-based learning environments are incentives, personalized agents, and navigation, mostly in various combinations. Moreover, the study provided evidence that the influence of game-based features on students' learning in intelligent game-based learning environments relates to engagement, motivation, attention, enjoyment, and learning achievements. The findings provide an overview of the influences of game-based features on students' learning, which can help educators and game designers create optimized game-based features and successful intelligent game-based learning environments that have a positive influence on learning. [ABSTRACT FROM AUTHOR]

Teaching elementary students how to read is undeniably crucial, yet a substantial number of children encounter difficulties despite early interventions. Cross‐age tutoring, a pedagogical approach that pairs older students with younger peers, emerges as a cost‐effective solution that brings academic and social benefits to both the tutor and the tutee. Consequently, cross‐age tutoring programs are widely adopted globally. To maximize the effectiveness of cross‐age tutoring, we offer five evidence‐based recommendations tailored for its implementation. When integrated into the preparation and implementation steps, these recommendations hold the potential to significantly improve learning outcomes for both tutors and tutees. [ABSTRACT FROM AUTHOR]

26% of the students in Swedish compulsory school have an immigrant background. To support the simultaneous development of their language proficiency as well as their academic skills and knowledge, several measures may be implemented by schools. This study focuses on one of those measures, namely multilingual study guidance, and illustrates the perspectives of multilingual study guidance tutors regarding their pedagogical collaboration with mainstream teachers for multilingual support. A purposeful sampling with a maximum variation was chosen to obtain the highest possible representativeness. Thereafter, twelve individual, thematical interviews were conducted. To discuss the categories arising from the abductive analysis, in 2003, Bronstein's model on the influences of interdisciplinary collaboration, focusing on the professional role, was used. The study forms part of a wider research project which aims to get a more in-depth view of multilingual support in Swedish compulsory schools. In this paper, however, only results concerning multilingual study guidance tutors and their views on their pedagogical collaboration with mainstream teachers as well as their professional role and work responsibilities are presented. The results show that multilingual study guidance tutors struggle with professional identity issues. The pedagogical collaboration therefore depends heavily on educational and individual aspects. The findings suggest that in order to increase and improve pedagogical collaboration a more uniform educational path is required, which includes general subject education as well as official steering documents, and a final diploma. [ABSTRACT FROM AUTHOR]

University tutoring is a complex area of study involving various factors and agents whose actions are context-dependent. This qualitative study aims to analyse and interpret the experiences of tutors in the course of their work. The participants were 68 tutors, each from one of the seven centres belonging to the University of Alicante (Spain). We carried out conventional and summative content analyses using AQUAD 7 software. The results show that tutors' feelings are generally positive, though they become disillusioned if students decide to drop tutoring. Nevertheless, the few students that persevere are enough to encourage tutors to reflect on possible improvements to the tutoring programme. Their suggestions reveal their own tutoring style and the need to promote whichever tutoring model best suits the context and the students that construct the tutorial relationship. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study evaluated the effectiveness of private supplementary tutoring on grade 12 learners' mathematics performance in selected schools within the OR Tambo Inland District, in the Eastern Cape Province of South Africa. The research involved 347 participants from four schools and was grounded in Lev Vygotsky's socio-cultural learning theory. Utilizing quantitative methodology and a causal-comparative research design, data were collected through a questionnaire and the standardized mathematics test. Both descriptive and inferential statistical techniques were employed in the analysis of data. Findings indicate that learners who attended private supplementary tutoring significantly outperformed those who did not. Additionally, 72.5% of the privately tutored learners sought tutoring to enhance their overall mathematics performance, while 86.1% of the non-tutored cited affordability as the primary barrier. Recommendations include strategies for stakeholders to maximize the benefits of private supplementary tutoring sessions and to develop alternative measures to support learners who are financially constrained from accessing such tutorials. [ABSTRACT FROM AUTHOR]

This study analyzed the effect of primary and secondary school students' on-campus out-of-school-hours (OSH) tutoring participation on private tutoring participation using the two-level Bernoulli model based on the China Family Panel Studies (CFPS) data in 2018. The results revealed that students' on-campus OSH tutoring participation did not decrease the likelihood of their private tutoring participation, while low-achieving students or students from disadvantaged family socioeconomic status (SES) were more likely to continue to participate in private tutoring after receiving OSH tutoring. This may be due to the following: Firstly, on-campus OSH tutoring was less targeted and personalized before the implementation of the "double reduction" policy; secondly, private tutoring institutions conducted misleading marketing and offered private tutoring in the time for on-campus OSH tutoring; and thirdly, students with disadvantaged family SES had fewer opportunities to receive high-quality OSH tutoring. Therefore, it is suggested that concerted efforts be made to provide more targeted and personalized on-campus OSH tutoring and prohibit academic private tutoring institutions from entering campuses. Additionally, it is necessary to enrich the supply of OSH service resources for interest and quality development, optimize the allocation of on-campus OSH tutoring resources, and facilitate the balanced, quality-oriented development of OSH tutoring among different schools and regions. [ABSTRACT FROM AUTHOR]

The "double reduction" policy has shown initial success over the past three years. However, parents and off-campus training institutions continue to influence the policy implementation significantly. Aiming to investigate the correlation between private tutoring and academic performance, as well as identify key moderating variables, this study conducted a meta-analysis on 21 primary studies, encompassing 54 independent samples, 79 effect sizes, and 242,601 participants. The findings revealed a low correlation between private tutoring and the academic performance of students. The impact of private tutoring on academic performance was insignificant after the application of the trim-and-fill method. Among the nine moderating variables analyzed, student gender, educational stage, family socioeconomic status (SES), region, tutoring subject, tutoring duration, and type of tutoring class did not significantly influence the effectiveness of private tutoring. The conclusions clarify the common one-sided perceptions people have about the role of private tutoring, offering new insights for education policymakers, researchers, teachers, parents, and students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores how private tutoring relates to students’ transitions to demanding post-compulsory schools and their success there, considering their competencies after tutoring but before the transition. Analyzing PISA and linked register data from Switzerland, we find that students who received private tutoring before the transition are more likely to struggle in selective schools compared to non-tutored peers with similar competencies. While our results are not causal due to the non-random nature of private tutoring uptake, our findings underscore a potential concern regarding selection mechanisms for entry into selective education. [ABSTRACT FROM AUTHOR]

Repetition of the same vocal stimulus during vocal learning may result in habituation. Therefore, selection may favor vocal tutors that produce vocal stimuli with characteristics that reduce the risk of habituation. Superb fairywren Malurus cyaneus mothers produce a two‐element (A and signature B) call to embryos, but embryos only produce one element type (B) after hatching. Why do mothers use the A element to embryos? We broadcast calls with one (B) or two (AB) element types and measured embryo response. Embryos habituated to calls with one element type and remained responsive to calls with both. We conclude that signal characteristics in tutors may guide learning to retain pupil attention during learning. [ABSTRACT FROM AUTHOR]

Memory-guided motor shaping is necessary for sensorimotor learning. Vocal learning, such as speech development in human babies and song learning in bird juveniles, begins with the formation of an auditory template by hearing adult voices followed by vocally matching to the memorized template using auditory feedback. In zebra finches, the widely used songbird model system, only males develop individually unique stereotyped songs. The production of normal songs relies on auditory experience of tutor's songs (commonly their father's songs) during a critical period in development that consists of orchestrated auditory and sensorimotor phases. "Auditory templates" of tutor songs are thought to form in the brain to guide later vocal learning, while formation of "motor templates" of own song has been suggested to be necessary for the maintenance of stereotyped adult songs. Where these templates are formed in the brain and how they interact with other brain areas to guide song learning, presumably with template-matching error correction, remains to be clarified. Here, we review and discuss studies on auditory and motor templates in the avian brain. We suggest that distinct auditory and motor template systems exist that switch their functions during development. [ABSTRACT FROM AUTHOR]

Active learning in mathematics can lead to deeper understanding than passively listening to a lecture, yet recent studies indicate that didactic teaching dominates online tutorials. This study investigated student participation in three types of activity: solving mathematical problems via polling, on-screen activities on a shared whiteboard and text-chat, during online undergraduate mathematics tutorials. Data were collected from tutorial observations, student and tutor surveys, semi-structured student interviews and a tutor focus group. Results showed high student participation in all types of activity. Students also perceived them as enjoyable and aiding their learning, though with some differences between the types of activity such as those done by text-chat being slightly less well received. Perceived benefits to students' learning included the ability to attempt similar activities, with suggested benefits such as correcting misconceptions receiving a more mixed response. By demonstrating the successful use of mathematical activities in synchronous online tuition, these results provide motivation for tutors to facilitate essential active learning online. [ABSTRACT FROM AUTHOR]

Research on the instructional quality of private tutoring is scarce. Meanwhile, poor instructional quality may be a reason for the minimal or null effects of private tutoring on academic achievement reported in many studies. It is also not clear what makes a good private tutor. To fill in these gaps, the study examined whether the structure of instructional quality in private tutoring could be described using dimensions typically applied to classroom teaching. Moreover, it verified whether tutor enthusiasm for teaching and tutor emotional exhaustion, two central but under-researched antecedents of instructional quality, predicted the quality of private tutoring. We used data of 402 German private tutors (76.74% were female, 57.1% reported being either pre-service or in-service teachers). Confirmatory factor analyses confirmed the expected structure of instructional quality consisting of cognitive activation, classroom management, and student support. Latent regression analyses revealed enthusiasm and emotional exhaustion to predict the dimensions. The findings suggest that research on instructional quality in private tutoring can connect to research on instructional quality in regular lessons. Moreover, it might be fruitful for tutoring companies and parents to search for tutors who are enthusiastic about teaching. [ABSTRACT FROM AUTHOR]

The purpose of this randomized control trial (RCT) was to examine the impact of one-to-one high-dosage tutoring on reading achievement of kindergarten and first grade students, many at risk of reading failure. This nearly two-year study collected reading assessment data from 185 students, from across 13 classrooms, randomly assigned to either the one-to-one high-dosage tutoring group or the teacher-instruction-only group. Treatment students received tutoring support 2-3 times per week across the school year from specially trained tutors using a digital literacy platform. Tutoring focused on sequenced skills beginning with letter identification and sounds and moved to reading stories. The results of the Hierarchical Linear Modeling (HLM) analysis, from both Chapter One assessments as well as the nationally recognized assessments, indicate that Chapter One's high impact tutoring program is highly effective in helping at-risk kindergarten and first grade students achieve reading proficiency. Tutored students outperformed non-tutored students on multiple measures of reading achievement. [ABSTRACT FROM AUTHOR]

Little research has exclusively focused on the accessibility of AC, despite their substantial impacts on students' and tutors' engagement with AC and the facilitative role of AC for assessment and learning. Drawing upon sequential online surveys and interviews with undergraduate students from diverse disciplines in a British university, statistical and content analysis revealed the challenges undergraduates faced to comprehend and use AC for their assessment. This study unveiled the entanglement among accessibility, understanding and usefulness of AC for assessment and learning. It uncovered the different effectiveness of varied ways of tutors introducing AC to students and students' expectations of how tutors could implement AC in assessment and teaching. It highlighted and substantiated the necessity of shifting from the prevailing product to a process- and future-oriented approach to contextualising and aligning AC with assessment tasks, learning outcomes and feedback and thereby harnessing the accessibility of AC for students. [ABSTRACT FROM AUTHOR]

Institutional analysis typically assumes professional newcomers use strategic isomorphism to craft a legitimation project. A qualitative study of 31 tutors and their respective clients and managers in Beijing indicates how this project is continually in flux, predicating the life stages of its practitioners. Using the dyad theory of legitimacy, we find that tutors' professional legitimacy is anchored to their ability to meet the immediate expectations of clients when they regard performance boosting as a single-dimensional priority. The tutor–parent relationship is purely market-based and reputation-driven. A tutor's professional knowledge plays a minor role in winning parents' approval as it has been routinized by and embedded in the techno-managerial tutoring agencies. Faced with uncertainty in teaching, tutors are increasingly resorting to ancillary services to retain clients. From this perspective, tutors are being reduced to replaceable service workers. The legitimation project is transient and beyond the grasp of individual tutors. [ABSTRACT FROM AUTHOR]

Shadow education, known as private tutoring, is expanding rapidly worldwide. While mainstream studies explain shadow education from a family-centered perspective, this study focuses on the role of the school. Using data from the China Panel Education Survey, this study discerns that active communications between schools and families can elicit private tutoring involvement. The school-initiated communications yield more positive and significant effects when schools impose heightened assessment pressure on teachers, suggesting an inextricable linkage between shadow education and formal schooling. The school effect is also more pronounced for economically disadvantaged families. These findings provide important insights for understanding how schools shape social stratification in China. [ABSTRACT FROM AUTHOR]

Copyright of Studia Historica. Historia Medieval is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed at investigating the influence of principals' participative leadership style on tutors' implementation of the performance appraisal in teachers training colleges in Kenya. The study sought to test the following null hypothesis H01: There is no significant relationship between Principals' participative leadership style and tutors' support for the implementation of the performance appraisal in public primary teachers training colleges in Kenya. The study was guided by the Path-Goal Theory. The study employed a descriptive research design. The study's target population comprised 840 tutors and 21 principals in the 21 public teacher training colleges in Kenya in 2021. The sample size was determined using Yamane's formula. Therefore, the sample size for tutors was 271. Stratified random sampling was used to select tutors in teachers' training colleges in Kenya. A census was used to select all the 21 principals of training colleges in Kenya. Primary data were collected using a questionnaire for tutors and an interview guide for the 21 Principals. It was established that principals' participative leadership style had a positive significant (ß=.431, p=0.00<0.05) relationship with the implementation of performance appraisal of tutors. The study concluded that principals' participative leadership style had a significant influence on tutors' implementation of performance appraisal. Based on the study's findings, it is recommended that the Ministry of Education, Board of Management, Kenya Education Management Institute, teacher training colleges, universities, parents, and Quality Assurance and Standards officers collaborate in designing and implementing performance appraisal systems. This inclusive approach ensures diverse perspectives are considered, leading to a comprehensive and effective appraisal system aligned with the sector's needs. [ABSTRACT FROM AUTHOR]

We trace the history of the global-local dualism, noting how writing center researchers and practitioners have employed it. We next discuss problems and complications inherent in the dualism, such as the way it obscures the interconnectedness of text components. We illustrate our points with excerpts from writing center conferences. We end by discussing possible implications of our analysis for tutor training. Our goal is to provide a more nuanced understanding of this ubiquitous dualism in writing center studies. [ABSTRACT FROM AUTHOR]

Many Filipinos have found employment in the English as a Foreign Language (EFL) online tutoring industry. The EFL online tutoring extends beyond the traditional academic mainstream, becoming a dynamic and personalized avenue for language learning. This paper aimed to fill the research gaps surfaced by the dearth of research in online learning, where there are limited known teaching and assessment strategies used to deliver EFL tutoring classes. It specifically sought to identify the effectiveness and adaptability of communicative language teaching strategies to cater to the language needs of EFL learners. The participants were tutors of Chinese, Japanese, and Vietnamese learners. Through a phenomenological qualitative inquiry, this study subsequently gathered data through a semi-structured interview with eight priori codes as a research instrument. On the other hand, tutoring class observations also corroborated the parallel validation of interview data. The data further analyzed using cool, warm, and thematic analyses. The directives of themes explicated in this study were delineated by the emerging Communicative Language Teaching (CLT) approach by Richards and Schmidt as conceptual framework, other prevalent strategies were also reiterated. In a nutshell, the participants' perspectives highlighted the effective utilization of language activities in all instructional and evaluative aspects. These are the use of authentic materials as a push for authenticity, opinion sharing, role-playing, information gap activities, information transfer activities, mechanical practice in language familiarization, meaningful practice by giving prompt feedback, language task, and project work. Consequently, the constraints revolved around language barrier, technological barrier, short attention span, and validity of assessments involved. Also, essential suggestions for future researchers are accentuated in this study. [ABSTRACT FROM AUTHOR]

How can we increase the acceptance of artificial intelligence (AI) coaching advice? Across five studies (N = 3 , 780), we document that people perceive AI advice as more helpful if human input is (made) salient. Utilizing a naturalistic field setting, study 1 shows that the more students believe that an AI coach contains human input, the more helpful the advice is perceived to be. We find that highlighting human input as an intervention strategy increases the perceived helpfulness of AI advice in the context of photography, compared to various control conditions (study 2 and follow-up study in the appendix). Study 3 shows that the effect is mediated by an increased subjective understanding of AI feedback when human input is highlighted. Study 4 provides evidence through moderation and shows that the positive impact of highlighting human input disappears under low levels of subjective understanding. [ABSTRACT FROM AUTHOR]

This research attempts to map the trend of research related to differentiated instruction (DI). The research was conducted in May 2023 by researching research articles in the Scopus database. The search data from Scopus used title, abstract, and keyword searches. Research articles were analyzed descriptively based on year of publication, journal name, affiliation, country, and researcher name. The article database from Scopus was analyzed through VOSviewer and RStudio software so that a bibliometric map could be depicted in research related to DI. Based on the Scopus analysis results, it showed that publications of articles related to DI had increased from 2011 to 2021, although it decreased in 2016. The journal with the largest contributor to the publication of research articles related to DI was the Teaching and Teacher Education Journal. Vrije Universitiet Brusel was the university with the most published articles on DI. The country that contributed the most to the research articles related to DI was the United States. Struyven was the most productive scholar related to DI. Through network visualization, it was revealed that the evolution map of research related to DI was divided into five clusters. [ABSTRACT FROM AUTHOR]

Intergenerational tutoring programs can leverage technology to address the instructional needs of students. This study describes a novel online intergenerational tutoring program designed to target kindergarten students’ literacy skills. Older adult volunteers delivered evidence-based instructional strategies via Zoom. The study used a two-group, quasi-experimental design with students assigned to an intervention (n = 23) or waitlist control (n = 18) group. Five early literacy fluency skills were measured (letter naming, letter sound, phoneme segmentation, nonsense word, and real word). Tutors implemented the program with high fidelity. At posttest, the intervention group scored higher than the control group on each of the five skills and the group differences were statistically significant with a medium effect size for letter sound fluency and nonsense word fluency. Both tutors and parents reported high program acceptability. This study demonstrated how older adults can use online technology to disseminate evidence-based instructional interventions to children. [ABSTRACT FROM AUTHOR]

The Expert-based Collective Advising Mechanism (ECAM) was embedded in the open online tutoring project to provide free tutoring for rural students and to help them improve their academic performance, and thus, to solve education inequity. Taking urban and rural students in Tongzhou District of Beijing as the objects, this study gathered data on the tutoring frequency, the durations students received tutoring, the number of teachers who tutored the same student, and the students' academic performance. The tutoring behavior and academic performance of rural and urban students were compared. The results showed that the ECAM could improve students' academic performance. Rural and urban students who received tutoring got the same degree of performance appreciation. Finally, gender, school type, and tutoring duration predicted academic performance positively. [ABSTRACT FROM AUTHOR]

It is recognised personal tutors play a role in supporting university students to complete their studies. However, approaches to tutoring differ widely across higher education, resulting in a paucity of reliable impact evidence. The college higher education provider in this research has weekly group tutorials for undergraduates. This mixed method research explored the impact of group tutorials on students' experience and persistence with their studies. Phase one of the research consisted of thirteen longitudinal focus groups during the campus closures of 2020 with ten students discussing their learning experience. During the second phase 64 students, 10% of the student population, completed an online survey to discover if the focus group participants' experiences were held more widely. Survey respondents were asked about their personal tutoring and to rate their withdrawal contemplation in the previous six months. Statistical analysis revealed students who had a weekly tutorial were significantly less likely to contemplate withdrawal. This article reports on these findings and draws on the focus group data to offer potential explanations related to students' tutoring expectations, experience and relationships. The findings provide impetus for higher education providers to invest in weekly group tutorials embedded in undergraduate students' timetables to improve experience and persistence. [ABSTRACT FROM AUTHOR]

First-year medical students are often challenged by the rapid pace and large volume of content that must be learned. Peer teaching has emerged as a supportive educational strategy. However, the most effective strategies for training peer tutors (PTs) for their role are not known. This paper examines the use of an Objective Structured Teaching Exercise (OSTE) to augment PT training sessions. Applying deliberate practice as a conceptual framework, an OSTE was used to provide tutors with an opportunity to practice their skills and receive feedback about their performance when meeting with a student presenting with a challenge. The newly trained PTs were required to assess a standardized student, determine challenge(s) being experienced, and present options to address the challenge(s). Standardized students evaluated the tutors' performance and a pre- and post-OSTE questionnaire was used to determine whether the OSTE was effective in increasing the confidence level of PTs to effectively assess and support students seeking help. Participants reported an increase in confidence in their ability to assess areas requiring improvement, understand the active learning strategies, and suggest appropriate active learning study strategies. Evaluations completed by standardized students documented that newly trained PTs accurately diagnosed the challenge presented in the OSTE and in most cases PTs asked all relevant questions to assess. Increased self-efficacy promotes PT's capacity to perform their work and feedback during an OSTE can further advance required skills. Aggregate OSTE results can also inform efforts to enhance the PT training program. NEW & NOTEWORTHY: This novel application of the Objective Structured Teaching Exercise (OSTE) was done to enhance tutors' skills as valued members of our integrated academic support program. The OSTE provided feedback to the tutors and enabled us to identify a need for enhanced tutor training in active learning strategies. The OSTE can be adapted for use in other health science educational programs to enhance their training programs and to assess tutor's skills in preparation for their role. Listen to this article's corresponding podcast at https://apspublicationspodcast.podbean.com/e/teaching-the-tutors-use-of-an-oste-to-train-medical-students-to-be-peer-tutors/. [ABSTRACT FROM AUTHOR]

Peer-tutoring (PT) is a widely studied learning strategy. No studies, to our knowledge, have examined the effects of PT on tutors' metacognitive abilities, particularly in relation to implicit theories of intelligence. Study 1 aimed to determine the effects of PT on tutors' theory and beliefs of intelligence and self-confidence in their own intelligence. Study 2 aimed to explore the efficacy of a metacognitive training administered to tutors on some metacognitive dimensions for both tutors and tutees. In Study 1, we compared tutors and no-tutors before and after PT; in Study 2 we compared tutors, who completed a brief metacognitive training, with a group of standard tutors, as well as their relative tutees. Participants were assigned to experimental conditions and assessed using various standardised questionnaires. Study 1 revealed a surprising negative effect: after PT, tutors tended to abandon the idea of intelligence as a modifiable construct and adopt a more dysfunctional theory of entity intelligence (Cohen's d =.66). Study 2 also showed that the PT experience negatively affected tutors' theory of intelligence (Cohen's d =.94), but this held only for untrained tutors. We also found a positive indirect effect of the training on tutees' attitudes towards maths. [ABSTRACT FROM AUTHOR]

This study aims to shed light on the association between private tutoring and academic achievement in mathematics among primary school students in Qatar. Utilizing data from the Trends in International Mathematics and Science Study (TIMSS) 2019, we employ a propensity score technique to elucidate the disparities in mathematics achievement levels between two distinct groups: students who receive private tutoring and those who do not. Our findings indicate that students who engage in private tutoring have lower odds of attaining higher achievement scores in mathematics. [ABSTRACT FROM AUTHOR]

Learning centers and tutoring programs serve a unique function as they are situated between academic and student affairs. Despite their importance, little research has focused on the key knowledge, skills, abilities, and competencies required for success as learning center directors. This qualitative study addressed this gap by exploring critical KSAs through semi-structured interviews with 22 participants who currently serve as tutor supervisors. Key themes emerged, including data-based advocacy, communication, financial management, supervision, and adaptability. The study identifies the essential skills required for learning center directors to succeed, emphasizing the intricate and multidimensional nature of their roles in promoting student success and academic achievement. [ABSTRACT FROM AUTHOR]

Designing a relevant teaching-learning program amid a pandemic when in-person learning is suspended poses a significant challenge for any educational institution. At a particular Catholic university in the Philippines, an undergraduate course offered a service-learning (SL) activity wherein students actively served as online tutors to underprivileged students. Due to the health crisis, the SL activity seemed impossible, but a carefully planned program was created to continue the students' formation. The implementation of electronic service-learning (ESL) is executed through the collaborative efforts of the different offices and the partner community. This qualitative research utilizes two methods: the formulation of tutorial guidelines and a narrative approach by exploring the experience of the student tutors as expressed in their reflection papers. Three recurrent themes emerged from the participants' reflections, which can be considered significant components of their learning experience--civic learning, a more profound understanding of the course, and the adaptation of essential virtues. This paper validates the claim that the online teaching services rendered by students are indeed beneficial in their formation as socially responsible citizens. In the same way, the tutees have realized that despite their poor economic situation, they are not alone in battling to have a more comfortable life. Lastly, the study findings also helped the school implement its programs despite the suspension of in-person schooling continuously. [ABSTRACT FROM AUTHOR]

One of the Information and Communication Technology (ICT) developments used in the learning process is the Intelligent Tutoring System (ITS), and gamification can overcome boredom, lack of interest or motivation, and monotony when using the ITS. In this study, the application of ITS equipped with Gamification is called ITS + G. Currently, several studies have built the ITS + G. However, there has not been a Systematic Literature Review (SLR) that synthesizes the characteristics of the ITS and Gamification combination. Several previous SLRs have been carried out and discussed the ITS only and several other SLRs discussed gamification only. Therefore, this SLR focused on the characteristics of ITS and gamification as a unit. This study succeeded in synthesizing that ITS + G has the potential to be applied to both STEM and non-STEM subjects. Three main game elements are mostly used in ITS + G: levels, points, and progress bars, which are supported for several reasons. Several techniques that have been used to measure the success of ITS + G are synthesized. Several positive impacts of ITS + G are revealed. Some negative impacts that need to be considered and studied in future research are also noticed. The results of this study could be the basis for ITS + G research in the future and increase the repertoire of knowledge related to ITS and Gamification. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Universal Excellence (JUE) / Revija za Univerzalno Odličnost (RUO) is the property of Fakulteta za Organizacijske Studije v Novem mestu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Chatbots can have a significant positive impact on learning. There is a growing interest in their application in teaching and learning. The self-regulation of learning is fundamental for the development of lifelong learning skills, and for this reason, education should contribute to its development. In this sense, the potential of chatbot technologies for supporting students to self-regulate their learning activity has already been pointed out. The objective of this work is to explore university students' interactions with EDUguia chatbot to understand whether there are patterns of use linked to phases of self-regulated learning and academic task completion. This study presents an analysis of conversation pathways with a chatbot tutor to enhance self-regulation skills in higher education. Some relevant findings on the length, duration, and endpoints of the conversations are shared. In addition, patterns in these pathways and users' interactions with the tool are analysed. Some findings are relevant to the analysis of the link between design and user experience, but they can also be related to implementation decisions. The findings presented could contribute to the work of other educators, designers, and developers interested in developing a tool addressing this goal. [ABSTRACT FROM AUTHOR]

In many South Asian countries, recent improvement in girls' education has not been reflected in increased labour force participation. We hypothesise girls' agency as a necessary condition to enhance their labour force participation. Data from an experimental setting is utilised to examine whether addressing gender-awareness skills is effective in encouraging girls' paid-work participation in Bangladesh as compared with strengthening knowledge learned in school or livelihood skills obtained in vocational training. We found strong evidence that addressing gender awareness encourages girls' paid-work participation while tutoring support or livelihood skills training does not. In the context of a strong patriarchal society, gender-awareness skill may be the key to enhancing girls' labour force participation. The current study includes an important policy implication suggesting that enhancing education and providing technical skills training may not translate to enhanced productivity in the labour market in the absence of agency to utilise them. [ABSTRACT FROM AUTHOR]