Student Development Tutorship Programme, August/September 1991. An Evaluation and Report Back.

Autor/in	Patel, Fay
Institution	Technikon M. L. Sultan, Durban (South Africa).
Titel	Student Development Tutorship Programme, August/September 1991. An Evaluation and Report Back.
Quelle	(1991), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Students; Developing Nations; Disadvantaged; English (Second Language); Foreign Countries; Higher Education; Limited English Speaking; Program Evaluation; Remedial Instruction; Second Language Instruction; Staff Development; Tutorial Programs; Tutors + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Förderkurs; Fremdsprachenunterricht; Personnel development; Personalentwicklung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderlehrer; Lehrender; Tutor
Abstract	Initiatives are described that have been undertaken by the Student Development Tutorship Programme at the M.L. Sultan Technikon in South Africa, a program established in 1990 to provide assistance and support to disadvantaged students, primarily Black students from areas with inadequate facilities and instructors in the "homelands" and where English is taught as a second language. Components of the program include a commitment to educational development (academic, cognitive, and language development of students as well as teaching staff development), content-based language, integrated programs, multilingual classrooms, and a tutorship program. Aims and objectives of the tutorship program are outlined, and its implementation is described in terms of tutor performance and student participation. Data limitations preclude extensive evaluation of the program to date, but recommendations are offered regarding such issues as program scheduling and duration, cooperation between tutors and lecturers, the need to accommodate different needs of first and second language speakers, pre-test and post-test evaluation, and training sessions. Tutor and student comments are included. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC