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Training Strategic Tutors to Enhance Learner Independence

Michael F. Hock, Jean B. Schumaker and Donald D. Deshler
Journal of Developmental Education
Vol. 19, No. 1 (Fall 1995), pp. 18-20, 22-24, 26
Stable URL: http://www.jstor.org/stable/42775573
Page Count: 7
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Abstract

The purpose of this study was to investigate whether traditional academic tutors hired to work with underprepared university-level student athletes could learn to implement a strategic approach to tutoring. The strategic approach to tutoring was defined as instruction in cognitive and metacognitive learning strategies integrated with the tutoring of specific course content. The intervention resulted in tutors substantially changing their tutoring behaviors indicating that tutors can be trained to be more strategic in their approach to tutoring by incorporating an instructional methodology within their tutoring routines. The implications of this alternative approach to delivering support services to at-risk students are discussed.

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