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    Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions

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    TETDEDXMoore_temple_0225E_12321.pdf
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    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Moore, Sarah Renee Edwards
    Advisor
    Wasik, Barbara A.
    Committee member
    Brooks, Wanda M., 1969-
    Hindman, Annemarie H.
    Schifter, Catherine
    Wagner, Elvis
    Department
    Literacy & Learners
    Subject
    Education
    Teacher Education
    English as A Second Language
    Adolescents
    Ells
    One-on-one Tutoring
    Tutoring
    Vocabulary
    Volunteer Tutoring
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3295
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3277
    Abstract
    This qualitative case study examined how volunteer tutors are interacting with at-risk adolescent ELL students in one-on-one tutoring sessions. This study also investigated how volunteer tutors are supporting vocabulary acquisition within tutoring sessions with adolescent ELLs. As a non-participant observer, I used ethnographic methods, including observations, interviews, and document analysis to understand how three tutors were interacting in sessions and how they were supporting vocabulary acquisition over seven weeks. The following questions guided the research: How do volunteer tutors interact in one-on-one tutoring sessions with at-risk adolescent ELLs? How are volunteer tutors supporting vocabulary acquisition for adolescent ELLs in one-on-one tutoring sessions? Data were analyzed to determine how volunteer tutors were interacting in sessions and supporting vocabulary. Six themes emerged to explain how tutors were interacting in sessions and three ‘a-priori’ themes explained how tutors were supporting vocabulary acquisition. The results of this study are used to inform schools who institute volunteer tutoring programs for at-risk populations, researchers interested in vocabulary acquisition and adolescent ELLs, and faculty or staff members who work with at-risk populations. Furthermore, recommendations for future research are discussed for the field of education.
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      PROTOTYPE OF AN INTELLIGENT TUTORING SYSTEM USING THE JAVA EXPERT SYSTEM SHELL

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      THE RELATIONSHIP OF MOTIVATION TO PEER TUTORING AND GRADES IN COLLEGE MATHEMATICS

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