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With many countries having reached universal primary and secondary education, parents are increasingly investing in private tutoring as a means of ensuring that their children attend the best schools and universities. However, unlike the returns to years of schooling and effects of school quality on student achievement, the effects of spending on private tutoring have received limited attention. This chapter studies the impact of tutoring on higher educational outcomes using exogenous variation in tutoring expenditure caused by the imposition of a curfew on the operating hours of tutoring institutes in Korea. The estimated effects of the curfew highlight the severity of the college entrance rat race, with a 10 p.m. curfew constraining tutoring expenditure and increasing sleeping hours. I find diminishing marginal effects of tutoring on college entrance and positive effects on degree completion while the impact on college major followed varies across disciplines.

The purpose of this paper is to explore the perceptions of college tutors on peer coaching as a tool for professional development to determine its formal institutionalisation.

A survey questionnaire was used for data collection, while analysis of data was done using descriptive statistics.

The findings reveal that peer coaching is mostly perceived as a collaborative effort to enhance professional development. They also show that the tutors mainly hold that peer coaching is experienced as organised endeavour by participating tutors while some tutors hold that it takes place informally at any time or anywhere. Inadequate training and financial problems appeared to be highly rated as potential impediments to the use of peer coaching, while investment in training and commitment by all is highly rated as a possible means to strengthen the use of peer coaching among the college tutors.

The descriptive research design has the potential to explore existing conditions as the research indicates that the formal introduction of peer coaching would be appreciated and if educational leaders and tutors are committed and training in peer coaching is given, the use of peer coaching can be effective.

There is a need to conduct research on peer coaching in the Nigerian context. Thus, this paper provides an insight into tutors' perception about peer coaching in Nigeria. It also offers insights into means by which peer coaching can be facilitated for improved practices among tutors.

School effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana.

This study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study.

The study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others.

To the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions.

Suggests that student tutoring may provide a partial solution to the high attrition rate in education plus training for 16‐18‐year‐olds in Britain. Focuses on the Pimlico Connection – a student tutoring scheme initiated by Imperial College, London in 1975 – in which students act as volunteer tutors in local primary and secondary schools. Evaluates the scheme, in which 1,300 volunteer students assisted nearly 15,000 school pupils, and concludes that, with appropriate commercial backing, effective management and willing participants, student tutoring has great potential for raising schoolchildren′s aspirations.

Academically focused tutoring programmes for young children have been promoted widely in the US in various forms as promising strategies for improving academic performance, particularly in reading and mathematics. A body of evidence shows the benefits of tutoring provided by certified, paid professionals; however, the evidence is less clear for tutoring programmes staffed by adult volunteers or college students. In this article, we describe a relatively large‐scale university‐based programme that creates tutoring partnerships between college‐aged volunteers and students from surrounding elementary schools. We used a randomised trial to evaluate the effectiveness of this programme for 196 students from 11 elementary schools over one school year, focusing on academic grades and standardised test scores, confidence in academic ability, motivation and school attendance. We discuss the null findings in order to inform the conditions under which student support programmes can be successful.

Purpose – The chapter provides the reader with an overview of how teacher preparation programs can utilize a school-based reading/literacy clinic model within university coursework. Information on how to successfully scaffold teacher candidates into becoming more reflective educators through the use of a reading clinic model is provided. Details for partnering with community organizations to provide tutoring support for struggling readers is illustrated.

Methodology/approach – The research support for utilizing tutoring programs is shared. Implications for teacher preparation programs seeking to develop literacy experiences for preservice and practicing educators are depicted. This book chapter describes a framework for establishing and maintaining tutoring partnerships within communities.

Practical implications – The author provides examples of effective community partnerships with suggestions and techniques for developing new programs and/or partnerships. Practical tips for establishing and maintaining tutoring programs which are composed of innovative practices are included.

Social implications – The key element of effective tutoring programs is to improve student achievement in literacy. Educators must build meaningful and thought-provoking literacy practices into the tutoring setting. A model for using a tutoring approach supportive of struggling readers is described. The components for effectively designing and preserving a reading clinics program are shared.

The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

There has been a steady growth in courses for shop stewards in the United Kingdom in the last decade, much of which is a direct consequence of the increased involvement of the TUC. This growth has been paralleled by two other developments, the first of which is the position of skills training as a central element in union education, while the second is the emergence of a group of tutors who are employed to teach almost exclusively on courses for shop stewards and other representatives.

THERE ARE A NUMBER OF INFLUENCES UPON THIS TYPE OF training of which we must be aware and which we must attempt to reconcile: these major influences are illustrated by figure 1.

Since the mid‐nineteenth century when the Union of Lancashire and Cheshire Institutes became an examining body, considerable changes have occurred in technical education, resulting in increasing breadth of subjects and depth of scientific knowledge. The pattern of study for the National Certificate scheme took the form of attendance at evening classes. This developed in numerous ways and Ordinary and Higher National Certificate courses are available by evening class attendance, part‐time day release, a combination of part‐time day and evening classes, or intensive full‐time courses like those prominent during World War II which enabled students to complete the requirements for the Higher National Certificates in about 26 weeks. Such awards were subject to satisfactory completion of and examination in an A1 scheme of work followed by success in the equivalent A2 scheme, each scheme occupying about thirteen weeks. This pattern is now continued in the form of block release courses involving similar periods of attendance.