See You Again Next Week
Suggests that student tutoring may provide a partial solution to the high attrition rate in education plus training for 16‐18‐year‐olds in Britain. Focuses on the Pimlico Connection – a student tutoring scheme initiated by Imperial College, London in 1975 – in which students act as volunteer tutors in local primary and secondary schools. Evaluates the scheme, in which 1,300 volunteer students assisted nearly 15,000 school pupils, and concludes that, with appropriate commercial backing, effective management and willing participants, student tutoring has great potential for raising schoolchildren′s aspirations.
Georgetown Education Outreach Initiatives:An Assessment of Staff and Student Education Outreach Programs
Georgetown University’s education outreach programs lack a formal communication network or central repository of information. This deficit makes it difficult for programs to coordinate their activities, and for the university to provide strategic direction to the outreach programs. The purpose of this research is to map and catalog all staff and student-run education outreach programs at Georgetown and to create a research model that other universities can replicate in order to describe and organize their outreach programs. Twenty-three university staff and student program coordinators were surveyed. Participants were asked for program information and training materials, to complete an online survey, and to participate in follow-up interviews. This information now provides a clear overview of student and staff-run education outreach at Georgetown. Tables of
College students as contingency managers for adolescents in a program to develop reading skills.
Behavior-modification procedures and an individualized tutorial program were used to remediate reading skill deficits in seventh-grade adolescent subjects. Forty-two college students were trained as reading tutors and contingency managers to use reading diagnostic and remedial materials, and to develop contracts and reinforce positive verbal responses toward reading. Significantly greater increases in reading scores of experimental groups, compared to control groups, substantial improvement in target behaviors, and significant changes in verbalizations toward reading were observed after 10 weeks of treatment. Six-month followup studies showed that all groups had consolidated their gains and that grade scores continued to improve. The improvement of the experimental subjects remained significantly ahead of the control subjects.