1,720,994 research outputs found
Level Three Peer Tutoring Training Handbook
Get PDFThe Peer Tutor Trainer Handbook is the supporting documentation for Trainers working with Tutor Trainees to develop their capabilities as Peer Tutors within Learning Centre environment. This begins with the Tutor Foundation Training and is recommended to be implemented through face-to-face sessions but may be delivered by using a learning Management System for exercises and documents as well as working with a Tutor’s Instructional Associate, other members of the Learning Centre Team, and their Faculty mentor. Trainers will use good principles of facilitation, as outlined in this Handbook, to support tutors in their development. The Tutor Training process introduces reflective practices along with a Tutor’s practical experiences with tutees in the Learning Centre as the Peer Tutors work with one or, at most a few, students who are trying to learn course content materials more deeply and the tutor will be coaching them in this learning. This handbook is part of the Level Three Tutor Training and Education program at Kwantlen Polytechnic University.Peer reviewedPeer Tutor Training & EducationThe Learning CentreLevel II
Level Two Peer Tutoring Fundamentals Workbook
Get PDFTutoring is a key element in the wide range of student learning support services provided by the Learning Centres at KPU. The word tutor comes from late Middle English: from Old French tutour or Latin tutor, from tueri 'to watch, guard'. Ross MacDonald, in his guidebook The Master Tutor, refers to tutoring as “an act which facilitates or provides a structure for another’s learning.” And that a “tutor is a person, who, in a structured and supervised educational context, enters into a peer teaching and learning relationship with one or more others.” (p.6, 2000). While teachers are responsible to present approved content materials in a variety of ways that will engage and be accessible to a large number of learners. They are often working with groups of 24 to 35 to many more students at a time. They may provide instruction face to face or through online learning management systems. Peer Tutors are working with one or, at most a few, students who are trying to learn course content materials more deeply and the tutor will be coaching them in this learning. This workbook is part of the Level Two Tutor Training and Education program at Kwantlen Polytechnic University.Peer reviewedLevel IITutor Training & EducationThe Learning Centre
Level Three Peer Tutoring Fundamentals Workbook
Get PDFTutoring is a key element in the wide range of student learning support services provided by the Learning Centres at KPU. The word tutor comes from late Middle English: from Old French tutour or Latin tutor, from tueri 'to watch, guard'. Ross MacDonald, in his guidebook The Master Tutor, refers to tutoring as “an act which facilitates or provides a structure for another’s learning.” And that a “tutor is a person, who, in a structured and supervised educational context, enters into a peer teaching and learning relationship with one or more others.” (p.6, 2000). While teachers are responsible to present approved content materials in a variety of ways that will engage and be accessible to a large number of learners. They are often working with groups of 24 to 35 to many more students at a time. They may provide instruction face to face or through online learning management systems. Peer Tutors are working with one or, at most a few, students who are trying to learn course content materials more deeply and the tutor will be coaching them in this learning. This workbook is part of the Level Three Tutor Training and Education program at Kwantlen Polytechnic University.Peer reviewedLevel IIITutor Training & EducationThe Learning Centre
Level One Peer Tutoring Training Handbook
Get PDFTutoring is a key element in the wide range of student learning support services provided by the Learning Centres at KPU. The word tutor comes from late Middle English: from Old French tutour or Latin tutor, from tueri 'to watch, guard'. Ross MacDonald, in his guidebook The Master Tutor, refers to tutoring as “an act which facilitates or provides a structure for another’s learning.” And that a “tutor is a person, who, in a structured and supervised educational context, enters into a peer teaching and learning relationship with one or more others.” (p.6, 2000). While teachers are responsible to present approved content materials in a variety of ways that will engage and be accessible to a large number of learners. They are often working with groups of 24 to 35 to many more students at a time. They may provide instruction face to face or through online learning management systems. Peer Tutors are working with one or, at most a few, students who are trying to learn course content materials more deeply and the tutor will be coaching them in this learning. This workbook is part of the tutor training and education program at Kwantlen Polytechnic University.Peer reviewedTutor Training & EducationLearning CentreLevel
Level One Peer Tutoring Fundamentals Workbook
Get PDFTutoring is a key element in the wide range of student learning support services provided by the Learning Centres at KPU. The word tutor comes from late Middle English: from Old French tutour or Latin tutor, from tueri 'to watch, guard'. Ross MacDonald, in his guidebook The Master Tutor, refers to tutoring as “an act which facilitates or provides a structure for another’s learning.” And that a “tutor is a person, who, in a structured and supervised educational context, enters into a peer teaching and learning relationship with one or more others.” (p.6, 2000). While teachers are responsible to present approved content materials in a variety of ways that will engage and be accessible to a large number of learners. They are often working with groups of 24 to 35 to many more students at a time. They may provide instruction face to face or through online learning management systems. Peer Tutors are working with one or, at most a few, students who are trying to learn course content materials more deeply and the tutor will be coaching them in this learning. This workbook is part of the tutor training and education program at Kwantlen Polytechnic University.Peer reviewedLevel ITutor Training & EducationLearning Centr
Level Two Peer Tutor Training Handbook
Get PDFThe Peer Tutor Trainer Handbook is the supporting documentation for Trainers working with Tutor Trainees to develop their capabilities as Peer Tutors within Learning Centre environment. This begins with the Tutor Foundation Training and is recommended to be implemented through face-to-face sessions but may be delivered by using a learning Management System for exercises and documents as well as working with a Tutor’s Instructional Associate, other members of the Learning Centre Team, and their Faculty mentor. Trainers will use good principles of facilitation, as outlined in this Handbook, to support tutors in their development. The Tutor Training process introduces reflective practices along with a Tutor’s practical experiences with tutees in the Learning Centre as the Peer Tutors work with one or, at most a few, students who are trying to learn course content materials more deeply and the tutor will be coaching them in this learning. This handbook is part of the Level Two Tutor Training and Education program at Kwantlen Polytechnic University.Peer reviewedTutor Training & EducationLearning CentreLevel I
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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