Challenges for Supporting the Development of Afterschool Tutors Who Tutor Children with Learning Disabilities

Autor/in	McLurkin, Denise L.
Titel	Challenges for Supporting the Development of Afterschool Tutors Who Tutor Children with Learning Disabilities
Quelle	In: New Educator, 9 (2013) 4, S.346-360 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2013.841508
Schlagwörter	After School Education; After School Programs; Learning Disabilities; Teaching Experience; Tutors; Novices; Teacher Effectiveness; Self Efficacy; Tutoring; Semi Structured Interviews; Classroom Observation Techniques; Likert Scales; Case Studies; Expectation; Special Needs Students; Volunteers + Suchen Sie Ihr Suchwort? After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; After school education; Program; Programs; Programme; Programm; Learning handicap; Lernbehinderung; Förderlehrer; Lehrender; Tutor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Förderkonzept; Nachhilfeunterricht; Likert-Skala; Case study; Fallstudie; Case Study; Expectancy; Erwartung; Sonderpädagogischer Förderbedarf; Freiwilliger
Abstract	The purpose of my study was to examine how volunteer tutors without teaching experience who received minimal training perceived their ability to effectively tutor children with learning disabilities. I found that the tutors initially felt that they could improve their tutee's literacy skills; however, the data suggest that the tutors struggled with unrealistic expectations regarding the tutoring process and ultimately perceived that they lacked the expertise to help their tutees improve their literacy skills. Sadly, these perceptions left the tutors questioning if they were the right person to effectively tutor their tutees and considering if they should quit tutoring children altogether. In order to make the tutoring process beneficial to both tutors and tutees, several suggestions are offered to afterschool tutoring programs who utilize volunteer tutors without teaching experience who may work with children with learning disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10