Tutor Evaluation by Self-Assessment for Chabot College Tutorial Instructional Program Book

	Signature Sheet	ii
	Abstract	iii
	Acknowledgments	v
	Dedication	vi
	Table of Contents	viii
	List of Tables	x
Chapter I.	Introduction	1
	Background of Need for Peer Tutors	1
	Statement of the Problem and Purpose of the Study	2
	Justification and Implications	4
	Research Questions	6
	Definition of Terms and Operational Definitions	7
	Limitations of Study	8
Chapter II.	Literature Review	9
	Call for Higher Educational Standards	9
	Changes in Academic Developmental Education	11
	Interactive Learning	16
	A New Model at City University of New York	17
	A Recent History of Peer Tutoring	19
	Peer Tutoring for Adult Literacy	20
	Use of Small Groups in Adult Literacy	22
	Adult Literacy and Limited English Proficiency	23
Chapter III.	Methodology	26
	Research Design and Sample Population	26
	Instrumentation	27
	Data Collection	30
	Data Analysis	32
Chapter IV.	Findings	37
	Overview of Findings of the Study	37
	Descriptive Statistics on Each TESAT Item	37
	Descriptive Statistics for Clustered Strategies	66
	Descriptive Statistics and Correlation for Overall TESAT	68
Chapter V.	Discussion	71
	Introduction	71
	Item He	73
	Conclusions and Recommendations	73
	Appendices	75
Appendix A	Letter Requesting Support for TESAT Administration	75
Appendix B	Tesat	75
Appendix C	Demographic Request	76
Appendix D	Overlooked Cluster Frequency, Percent, and Histogram	81
Appendix E	Needed Training Cluster Frequency, Percent, and Histogram	82
Appendix F	Social Interaction Cluster Frequency, Percent, and Histogram	83
Appendix G	Certification Request	84
	References	86