This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified for colleges, schools and funding agencies. They focus on eight themes: finances, administration, accountability, collaboration, communications, pedagogy, professional development, and research/evaluation. Target audiences for this chapter are: college and school teachers, college and school administrators, teacher-education faculty and students, policy makers and personnel at education-supporting non-profit organizations.
Hartman, H.J. (2017), "Students Helping Students: An ELL Parent Tutoring Program Partnership", University Partnerships for Pre-Service and Teacher Development (Innovations in Higher Education Teaching and Learning, Vol. 10), Emerald Publishing Limited, pp. 35-56. https://doi.org/10.1108/S2055-364120170000010003Download as .RIS
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