Title

Coaching Tutors: An Instrumental Case Study on Testing an Integrated Framework for Tutoring Sessions

Location

1052

Format Type

Paper

Format Type

Workshop

Start Date

12-1-2017 10:15 AM

End Date

12-1-2017 12:05 PM

Abstract

The objective for the current qualitative case study was to examine participants’ perceptions on the tutor coaching and session review frameworks. The location of the study was at the tutor coaches’ place of business. At the beginning of the study, tutor coaches were trained on how to implement the tutoring coaching framework with their tutors, while tutors were trained on how to use the session review framework to ensure that they were conducting effective tutoring sessions in separate 90-minute online training sessions. Tutors who elected to participate in the study kept a weekly reflection journal regarding their tutoring and tutor-coaching experiences. After the six weeks, tutor coaches participated in 30-minute open-ended phone interviews related to the tutor-coaching framework. . All interviews were recorded and transcribed. Tutors completed an online questionnaire about the methods and strategies used to conduct effective tutoring sessions. Themes were extracted related to tutor coaching, session reviews, effective tutoring sessions, and general tutoring from the data: interview transcripts, online surveys, monitoring notes, and weekly journals. There were 12 emerging themes, seven categories, and nine sub-categories that were coded and analyzed. Evidence from each them included a narrative revealing what the participants experienced with these frameworks in the study. The findings revealed that effective tutoring sessions required lesson preparation and the session review framework provided an avenue of viewing and keeping track on what to look for in tutoring sessions. Another finding was that the tutoring coaching framework influenced coaching with tutors.

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Jan 12th, 10:15 AM Jan 12th, 12:05 PM

Coaching Tutors: An Instrumental Case Study on Testing an Integrated Framework for Tutoring Sessions

1052

The objective for the current qualitative case study was to examine participants’ perceptions on the tutor coaching and session review frameworks. The location of the study was at the tutor coaches’ place of business. At the beginning of the study, tutor coaches were trained on how to implement the tutoring coaching framework with their tutors, while tutors were trained on how to use the session review framework to ensure that they were conducting effective tutoring sessions in separate 90-minute online training sessions. Tutors who elected to participate in the study kept a weekly reflection journal regarding their tutoring and tutor-coaching experiences. After the six weeks, tutor coaches participated in 30-minute open-ended phone interviews related to the tutor-coaching framework. . All interviews were recorded and transcribed. Tutors completed an online questionnaire about the methods and strategies used to conduct effective tutoring sessions. Themes were extracted related to tutor coaching, session reviews, effective tutoring sessions, and general tutoring from the data: interview transcripts, online surveys, monitoring notes, and weekly journals. There were 12 emerging themes, seven categories, and nine sub-categories that were coded and analyzed. Evidence from each them included a narrative revealing what the participants experienced with these frameworks in the study. The findings revealed that effective tutoring sessions required lesson preparation and the session review framework provided an avenue of viewing and keeping track on what to look for in tutoring sessions. Another finding was that the tutoring coaching framework influenced coaching with tutors.