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
| dc.contributor.advisor | Wasik, Barbara A. | |
| dc.creator | Moore, Sarah Renee Edwards | |
| dc.date.accessioned | 2020-11-04T16:57:23Z | |
| dc.date.available | 2020-11-04T16:57:23Z | |
| dc.date.issued | 2015 | |
| dc.identifier.other | 958157428 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12613/3295 | |
| dc.description.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. | |
| dc.format.extent | 278 pages | |
| dc.language.iso | eng | |
| dc.publisher | Temple University. Libraries | |
| dc.relation.ispartof | Theses and Dissertations | |
| dc.rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available. | |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.subject | Education | |
| dc.subject | Teacher Education | |
| dc.subject | English as A Second Language | |
| dc.subject | Adolescents | |
| dc.subject | Ells | |
| dc.subject | One-on-one Tutoring | |
| dc.subject | Tutoring | |
| dc.subject | Vocabulary | |
| dc.subject | Volunteer Tutoring | |
| dc.title | 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 | |
| dc.type | Text | |
| dc.type.genre | Thesis/Dissertation | |
| dc.contributor.committeemember | Brooks, Wanda M., 1969- | |
| dc.contributor.committeemember | Hindman, Annemarie H. | |
| dc.contributor.committeemember | Schifter, Catherine | |
| dc.contributor.committeemember | Wagner, Elvis | |
| dc.description.department | Literacy & Learners | |
| dc.relation.doi | http://dx.doi.org/10.34944/dspace/3277 | |
| dc.ada.note | For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu | |
| dc.description.degree | Ph.D. | |
| refterms.dateFOA | 2020-11-04T16:57:23Z |
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