Written in English
|Statement||by Jan L. Crumbaugh.|
|The Physical Object|
|Pagination||vi, 110 leaves ;|
|Number of Pages||110|
The present intervention was administered through cross-age tutoring. Crossage tutoring allows children to practice a skill or concept under the careful guidance of an older student, and this. Bello's cross-age tutoring program at Northfield Elementary School in Ellicott City, Maryland, works in large part because of an elaborate application process, a sound foundation of training, and consistent monitoring -- none of which occurs by accident!. Recruitment of mentors begins with experienced fifth-grade mentors visiting fourth graders. The students perform a skit that describes what. 1. Introduction. Individualized tutoring is considered to be one of the most effective ways to promote improved educational outcomes (Bloom, , Elbaum et al., ).Non-professional peer tutors can deliver tutoring programmes at schools with reduced costs compared to professional teachers or tutors (Goodlad and Hirst, , Leung et al., ).Our review considers tutoring schemes, in Cited by: 7. The surveys support the fact that the attitudinal impact of the cross-age tutoring program on recreational and academic reading attitudes was positive for the tutors and the tutees. Both groups revealed an overall positive attitude towards reading before the implementation of the tutoring program.
This resulted in the development and implementation of School Personal Tutoring Guidelines based on 'good practice', along with supporting evidence from published research. A follow up focus group and questionnaire evaluated the staff's and students' experience of the guidelines, along with a more detailed analysis of two case studies using. design and implementation. Part I: Designing a Cross-Age Peer Mentoring Program The following diagrams are designed to help program staff determine the appropriate-ness of using a cross-age peer mentoring model—based on available research—given factors of program design (setting, match structure, and mentee age) and the desired. Program Evaluation (by Carter McNamara, PhD; last revision: ) Some Myths About Program Evaluation Many people believe evaluation is a useless activity that generates lots of boring data with useless conclusions. This was a problem with evaluations in the past when program evaluation methods were. means required for its successful implementation, to be considered in detail in chapter 3. So, based on theoretical background incorporated into chapter two, compared with the new curriculum development approach of basic education in Mozambique.
Extending a MENTOR Research in Action monograph definition of cross-age peer mentoring, 1 which also was used in other literature reviews on cross-age peer mentoring, 2, 3 this review sharply differentiates cross-age one-to-one peer mentoring programs from cross-age peer group mentoring, peer-led education or targeted preventative interventions, and peer mentoring as an informal practice. nature, cross-age tutoring is always fixed ro le, with the older student acq uiring the role of the tutor (Sh arpley & Sharpley, 1 ). Beyond these three characteristics, age, ab ility and role. Effective program evaluation is a carefully planned and systematic approach to documenting the nature and results of program implementation. The evaluation process described below is designed to give you good information on your program and what it is doing for students, clients, the community and society. The Asian Development Bank (ADB) is committed to achieving a prosperous, inclusive, resilient, and sustainable Asia and the Pacific, while sustaining its efforts to eradicate extreme poverty. It assists its members and partners by providing loans, technical assistance, grants, and equity investments to promote social and economic development.