STATEMENT OF PURPOSE
To describe how the amount of time spent on off-topic conversation affects the student’s outcome in terms of how much they feel they’ve learned/are taking away with them.
DETAILED STATEMENT OF MY RESEARCH QUESTION
How does the amount of time spent on personal information affect the session?How do students feel about the amount of time spent on each aspect?
LIST OF THE INFORMATION I NEED TO GATHER
I will need students who don’t know their tutors, who do know their tutors, and a minute by minute breakdown of what they discuss (track personal conversation vs. on-topic conversation)
PLANS FOR GATHERING YOUR INFORMATION
I will need to give them evaluation forms after the sessions to find out if they feel they’ve learned nothing/something/a lot, etc. I need to be sure to find out how often they’ve met, for how long, and try to ascertain how well they know each other from their conversation. In doing my minutes of the session, I need to be very certain about looking for eye contact, off-topic conversation, ability to talking easily with each other, etc. I will also add questions to the post session questionnaire, including: “Have you worked with this tutor before? If so, how many times?”“How much time do you feel you spent on topic, discussing your paper, vs. how much time you spent discussing other topics (in minutes)?”“Would you have preferred more or less time on topic vs. off-topic discussion, how much, and why?”
PRELIMINARY LIST OF SOURCES
Bridgeport University Tutoring Guidelines
http://www.bridgeport.edu/pages/5072.asp
Their rules for tutoring specifically says to speak as little as possible off topic, emphasizing the word “brief” as the guideline for how much time should be spent talking personal, not school assignment related
Tutoring Matters
http://books.google.com/books?id=wI4qh-eteQ4C&pg=RA1-PA126&dq=tutoring+personal+conversation#PRA1-PA127,M1
Book says that opening up a conversation, especially when there is a race, gender, class, or background difference can help get the dialogue going and make the communications between the two people more efficient.
Building Successful Student-Tutor Relationships
http://www.nationalserviceresources.org/practices/17487
Site says that by establishing a relationship, students and tutors are more effective.
“The Effects of Motivation and Anxiety on Students’ Use of Instructor Comments”
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/69/31.pdf
This site draws a comparison between student anxiety and outcome of tutoring session. By drawing a comparison, using the above link and this one, I will attempt to draw a conclusion saying students whose apprehension was assuaged by a stronger tutor-student relationship are likely to do better.
*LONGMAN – Murphy article, about Freud in the writing center.
*First 5 minutes
Monday, November 17, 2008
Wednesday, November 12, 2008
My (first draft) Research Proposal
STATEMENT OF PURPOSE
How much time in a tutoring session is beneficial/appropriate/helpful to the student’s outcome in terms of how much they feel they’ve learned/are a taking away with them?
DETAILED STATEMENT OF MY RESEARCH QUESTION
I hope to discover how much time in each session should be dedicated to the topic vs. how much should be dedicated to the student/tutor relationship being cultivated/developed. I want to discover how important a personal, comfortable relationship is to the learning experience, to an extent, how the student/tutor relationship differs from the student/teacher relationship. I want to also find how much the students feel would benefit them, and if they feel the amount they are getting is adequate.
LIST OF THE INFORMATION I NEED TO GATHER/PLANS FOR GATHERING YOUR INFORMATION
I will need students who don’t know their tutors, who do know their tutors, and a minute by minute breakdown of what they discuss. I will need to give them evaluation forms after the sessions to find out if they feel they’ve learned nothing/something/a lot, etc. I need to be sure to find out how often they’ve met, for how long, and try to ascertain how well they know each other from their conversation. In doing my minutes of the session, I need to be very certain about looking for eye contact, off-topic conversation, ability to talking easily with each other, etc. I will also add questions to the post session questionnaire, including: “How much time do you feel you spent on topic, discussing your paper, vs. how much time you spent discussing other topics (in minutes)?”“Would you have preferred more or less time on topic vs. off-topic discussion, how much, and why?”
PRELIMINARY LIST OF SOURCES
Bridgeport University Tutoring Guidelines
http://www.bridgeport.edu/pages/5072.asp
Their rules for tutoring specifically says to speak as little as possible off topic, emphasizing the word “brief” as the guideline for how much time should be spent talking personal, not school assignment related
Tutoring Matters
http://books.google.com/books?id=wI4qh-eteQ4C&pg=RA1-PA126&dq=tutoring+personal+conversation#PRA1-PA127,M1
Book says that opening up a conversation, especially when there is a race, gender, class, or background difference can help get the dialogue going and make the communications between the two people more efficient.
Building Successful Student-Tutor Relationships
http://www.nationalserviceresources.org/practices/17487
Site says that by establishing a relationship, students and tutors are more effective.
“The Effects of Motivation and Anxiety on Students’ Use of Instructor Comments”
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/69/31.pdf
This site draws a comparison between student anxiety and outcome of tutoring session. By drawing a comparison, using the above link and this one, I will attempt to draw a conclusion saying students whose apprehension was assuaged by a stronger tutor-student relationship are likely to do better.
How much time in a tutoring session is beneficial/appropriate/helpful to the student’s outcome in terms of how much they feel they’ve learned/are a taking away with them?
DETAILED STATEMENT OF MY RESEARCH QUESTION
I hope to discover how much time in each session should be dedicated to the topic vs. how much should be dedicated to the student/tutor relationship being cultivated/developed. I want to discover how important a personal, comfortable relationship is to the learning experience, to an extent, how the student/tutor relationship differs from the student/teacher relationship. I want to also find how much the students feel would benefit them, and if they feel the amount they are getting is adequate.
LIST OF THE INFORMATION I NEED TO GATHER/PLANS FOR GATHERING YOUR INFORMATION
I will need students who don’t know their tutors, who do know their tutors, and a minute by minute breakdown of what they discuss. I will need to give them evaluation forms after the sessions to find out if they feel they’ve learned nothing/something/a lot, etc. I need to be sure to find out how often they’ve met, for how long, and try to ascertain how well they know each other from their conversation. In doing my minutes of the session, I need to be very certain about looking for eye contact, off-topic conversation, ability to talking easily with each other, etc. I will also add questions to the post session questionnaire, including: “How much time do you feel you spent on topic, discussing your paper, vs. how much time you spent discussing other topics (in minutes)?”“Would you have preferred more or less time on topic vs. off-topic discussion, how much, and why?”
PRELIMINARY LIST OF SOURCES
Bridgeport University Tutoring Guidelines
http://www.bridgeport.edu/pages/5072.asp
Their rules for tutoring specifically says to speak as little as possible off topic, emphasizing the word “brief” as the guideline for how much time should be spent talking personal, not school assignment related
Tutoring Matters
http://books.google.com/books?id=wI4qh-eteQ4C&pg=RA1-PA126&dq=tutoring+personal+conversation#PRA1-PA127,M1
Book says that opening up a conversation, especially when there is a race, gender, class, or background difference can help get the dialogue going and make the communications between the two people more efficient.
Building Successful Student-Tutor Relationships
http://www.nationalserviceresources.org/practices/17487
Site says that by establishing a relationship, students and tutors are more effective.
“The Effects of Motivation and Anxiety on Students’ Use of Instructor Comments”
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/69/31.pdf
This site draws a comparison between student anxiety and outcome of tutoring session. By drawing a comparison, using the above link and this one, I will attempt to draw a conclusion saying students whose apprehension was assuaged by a stronger tutor-student relationship are likely to do better.
Thursday, November 6, 2008
My research question!
(1)
Gewertz – Harvard Gazette study – This study found that with special needs students, including blind students, they benefited from spending time just talking – that it created a more comfortable atmosphere for the students.
PSU study – this study found that by giving students the time to just talk about things, such as what they did the night before, they’re more ready to talk about other things. Additionally, they also talk about relating to the tutee using “I” statements, which makes them feel they’re not in this alone.
Bridgeport University – their rules for tutoring specifically says to speak as little as possible off topic, emphasizing the word “brief” as the guideline for how much time should be spent talking personal, not school assignment related
Tutoring Matter – book – says that opening up a conversation, especially when there is a race, gender, class, or background difference can help get the dialogue going and make the communications between the two people more efficient.
I would like to sit down and talk to you about finding sources. I know you said that there are a ton of sources and papers already written on my topic, yet I found none. The library at Kean did not seem to have any either. Additionally, the papers on tutoring theory I did find online were not available to view for free to see if the information I needed was in them, but rather had to be purchased. Please advise.
(2)
How much personal talk time is helpful? How much is harmful?
Do similarities in background help?
How much is based on tutor/tutee personality?
What is the variation (10-15-20 minutes) that still yields beneficial results?
How important is the existing tutor/tutee relationship, not just in regard to knowing how the tutor/tutee operates/teaches/learns, but in terms of personal investment.
Examining the bold questions (which tie into each other) a step further –
Does opening a friendly dialogue really help the student to learn more?
How well does a student need to know a tutor to learn better?
How personal should the relationship be?
How okay are tangents?
Who should open the dialogue/lines of communication?
Is there a “too comfortable” where the conversation loses sight of the purpose and becomes all personal?
How will these finding affect how we tutor? How long we schedule a session? Would there be an introductory session before any tutoring?
(3)
I will need students who don’t know their tutors, who do know their tutors, and a minute by minute breakdown of what they discuss. I will need to give them evaluation forms after the sessions to find out if they feel they’ve learned nothing/something/a lot, etc.
Gewertz – Harvard Gazette study – This study found that with special needs students, including blind students, they benefited from spending time just talking – that it created a more comfortable atmosphere for the students.
PSU study – this study found that by giving students the time to just talk about things, such as what they did the night before, they’re more ready to talk about other things. Additionally, they also talk about relating to the tutee using “I” statements, which makes them feel they’re not in this alone.
Bridgeport University – their rules for tutoring specifically says to speak as little as possible off topic, emphasizing the word “brief” as the guideline for how much time should be spent talking personal, not school assignment related
Tutoring Matter – book – says that opening up a conversation, especially when there is a race, gender, class, or background difference can help get the dialogue going and make the communications between the two people more efficient.
I would like to sit down and talk to you about finding sources. I know you said that there are a ton of sources and papers already written on my topic, yet I found none. The library at Kean did not seem to have any either. Additionally, the papers on tutoring theory I did find online were not available to view for free to see if the information I needed was in them, but rather had to be purchased. Please advise.
(2)
How much personal talk time is helpful? How much is harmful?
Do similarities in background help?
How much is based on tutor/tutee personality?
What is the variation (10-15-20 minutes) that still yields beneficial results?
How important is the existing tutor/tutee relationship, not just in regard to knowing how the tutor/tutee operates/teaches/learns, but in terms of personal investment.
Examining the bold questions (which tie into each other) a step further –
Does opening a friendly dialogue really help the student to learn more?
How well does a student need to know a tutor to learn better?
How personal should the relationship be?
How okay are tangents?
Who should open the dialogue/lines of communication?
Is there a “too comfortable” where the conversation loses sight of the purpose and becomes all personal?
How will these finding affect how we tutor? How long we schedule a session? Would there be an introductory session before any tutoring?
(3)
I will need students who don’t know their tutors, who do know their tutors, and a minute by minute breakdown of what they discuss. I will need to give them evaluation forms after the sessions to find out if they feel they’ve learned nothing/something/a lot, etc.
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