This qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with the essential skills needed to pass the end-of-the-year standardized test. Four elementary teacher tutors from three northern Georgia school systems participated in the study. The teacher tutors were chosen by using recommendations from the system’s Title I leader or the individual school principal or the after-school program coordinator. Once the four participants were chosen, a timeline of interviews and observations was established. Vygotsky’s zone of proximal development (ZPD) formed the foundation of the conceptual framework for this study. This centered on determining the appropriate level of instruction for cognitive development in order to assist students to move beyond what they process themselves with guidance from a more capable person. Three interviews and six observations were completed for each of the four participants. Field notes were taken during observations and lesson plans were collected. Information obtained through interviews with the participants revealed three overall themes: teaching experience commonalities, a place for standardized testing, and a need for after-school tutoring programs. Findings suggested that all four of the participants felt supported as they implemented their after-school tutoring sessions with the goal of making each one of their students more successful learners in all aspects of their lives, not solely for the end-of-the-year standardized test.
|Commitee:||Breithaupt, Kathy, Lane, Scott|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Keywords:||Life-long learners, Standardized testing, Tutoring|
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