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Peer Tutoring with First-Generation ...

Prado, Alberto.

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Peer Tutoring with First-Generation College Students: A Qualitative Multi-Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Peer Tutoring with First-Generation College Students: A Qualitative Multi-Case Study./
作者:	Prado, Alberto.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644850
ISBN:	9781321332452

Peer Tutoring with First-Generation College Students: A Qualitative Multi-Case Study.
Prado, Alberto.

Peer Tutoring with First-Generation College Students: A Qualitative Multi-Case Study. - 130 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--Wilkes University, 2014.

This item must not be sold to any third party vendors.

There are ongoing changes in the demographics of at-risk students in the United States (Engle & Tinto, 2008). One significant group reflecting this demographic shift is an increased number of first-generation college students, defined by The U.S. Department of Education, through the Higher Education Act (2011) as "An individual both of whose parents did not complete a baccalaureate degree" (p. 9). First-generation college students tend to be less academically prepared, as compared to peers whose parents graduated from college (Engle, Bermeo, & O'Brien, 2006). Academic support resources, such as national peer tutoring certified programs, may be helpful to increase success to this population. The purpose of this qualitative case study was to explore the experiences of first-generation college students with peer tutoring to better understand the value of peer tutoring as perceived by these students. This study used a multiple case study approach to examine peer tutoring programs at two four-year, private colleges and one community college. These institutions have nationally certified peer tutoring program, accredited by the College Reading and Learning Association (CRLA) and endorsed by The Council of Learning Assistance and Developmental Education Associations (CLADEA). Data was collected using interviews, by making observations, and from documents used in these peer tutoring programs. It was the intent of this study to identify the effective and ineffective attributes of these peer tutoring programs, as perceived by undergraduate first-generation college students. This study may inform similar programs that serve first-generation college students to better meet the needs of this at-risk population.

ISBN: 9781321332452Subjects--Topical Terms:

543175
Education, Higher.

Peer Tutoring with First-Generation College Students: A Qualitative Multi-Case Study.
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520 $a There are ongoing changes in the demographics of at-risk students in the United States (Engle & Tinto, 2008). One significant group reflecting this demographic shift is an increased number of first-generation college students, defined by The U.S. Department of Education, through the Higher Education Act (2011) as "An individual both of whose parents did not complete a baccalaureate degree" (p. 9). First-generation college students tend to be less academically prepared, as compared to peers whose parents graduated from college (Engle, Bermeo, & O'Brien, 2006). Academic support resources, such as national peer tutoring certified programs, may be helpful to increase success to this population. The purpose of this qualitative case study was to explore the experiences of first-generation college students with peer tutoring to better understand the value of peer tutoring as perceived by these students. This study used a multiple case study approach to examine peer tutoring programs at two four-year, private colleges and one community college. These institutions have nationally certified peer tutoring program, accredited by the College Reading and Learning Association (CRLA) and endorsed by The Council of Learning Assistance and Developmental Education Associations (CLADEA). Data was collected using interviews, by making observations, and from documents used in these peer tutoring programs. It was the intent of this study to identify the effective and ineffective attributes of these peer tutoring programs, as perceived by undergraduate first-generation college students. This study may inform similar programs that serve first-generation college students to better meet the needs of this at-risk population.
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