Matching Items (2)
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- All Subjects: Peer teaching
- All Subjects: Mentoring in education--Psychological aspects.
- Genre: Academic theses
- Creators: Moore, David
- Member of: Theses and Dissertations
Description
Peer learning is one of the longest established and most intensively researched forms of learning. As a form of peer learning, peer tutoring is characterized by specific role-taking as tutor or tutee with high focus on curriculum content. In the late 18th century, Andrew Bell undoubtedly became the first person in the world to use peer tutoring in a systematic fashion within a school setting. Due to its miraculous success, Bell affirmed that peer tutoring was the new method of practical education and was essential to every academic institution. Early in American education, teachers relied on certain students to teach others (i.e., peer tutoring) but this occurred on an informal, impromptu, as needed basis. This type of peer tutoring lasted well into the 20th century. A recent change in the traditional face of peer tutoring arrangements for U.S. schools has occurred due to more than 30 years of research at four major tutoring centers. Peer tutoring has moved away from an informal and casual approach to a more formal and robust method of teaching and learning. However, at the researcher's high school, peer tutoring was still very casual, informal, and practically non-existent. Consequently, the researcher created a peer tutoring club, and developed, and implemented a peer tutoring program. The researcher conducted a mixed-methods study with design-based research (DBR) as the preferred research design in order to discover what constitutes an ideal peer tutor and an ideal peer tutoring session. The researcher utilized qualitative means to analyze the following data: 1) field notes, 2) impromptu interviews, 3) questionnaires, 4) focus group interviews, and 5) a semi-structured interview. The researcher utilized quantitative means to analyze the following data: 1) sessions tutored survey and 2) archival data (e.g., daily attendance, school records). Analysis of qualitative and quantitative data suggested that the ideal peer tutor was qualified (e.g., desire, character traits, content mastery), trained (e.g., responsibilities, methodologies, procedures), and experienced. Likewise, in addition to having an ideal peer tutor, an ideal peer tutoring session took place in an environment conducive to learning and tutees were prepared and actively participated.
ContributorsJohnson, Brian (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Moore, David (Committee member) / Arizona State University (Publisher)
Created2014
Description
This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences.
This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy.
The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy.
The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
ContributorsThomsen, Teri (Author) / Kulinna, Pamela (Thesis advisor) / Olson-Stewart, Kelly (Committee member) / Mosco, Michele (Committee member) / Arizona State University (Publisher)
Created2018