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.
Empowering Traditional Mentoring Matching Mechanism Selection Using Agent-Based System
The need for higher technology to assist is clearly evident. Decision Support System is part of an information system that focuses on support and decision making management. For this research, the Intelligent Decision Support System Modelling for Mentoring is the proposed research domain and Faculty of Cognitive Sciences & Human Development, UNIMAS is the research location. The main function of the system is to provide a mechanism to match mentors and mentees based on several criteria of mentors suggested in past studies. The criteria included are the age, marital status, education, gender as well as vocational area of the mentors. The research also applies agent technology in its development of the Decision Support System. The ability of the agent to react freely with the surroundings and taxonomy without user instructions will speed up decision making. RAD methodology using Oracle 9i software is the foundation of implementation. The result from this research shows that this system can be introduced to improve the procedures available and to set the path for a more seamless, to have a better candidate selection and effective mentoring program.
Effects of Intergenerational Tutoring and Related Variables on Reading and Mathematics Achievement of Low Socioeconomic Children
AbstractA need was determined to evaluate the effectiveness of a tutoring program upon tutee performance in reading and mathematics since program inception. Records were data processed for 232 unique participants within a methodological alternative akin to an institutional cycle design. Variables for each participant extracted from data sources included name, grade equivalent scores in reading and mathematics on the Iowa Test of Basic Skills, absentee records, dates of program participation, number of tutoring sessions, and grade level. SAS programs were applied to data processing and statistical analysis. Findings revealed that the tutorial program generally provided beneficial assistance over 3 years. Particularly, students during 1984-85 showed greater average gains in reading and mathematics achievement and more favorable changes in absenteeism than nonparticipating counterparts. Differences, however, were not statistically significant.