View in EDS

Learning and Teaching How to Learn: Rethinking Training Programs for Tutor Development and Mentoring

Saved in:
Bibliographic Details
Title: Learning and Teaching How to Learn: Rethinking Training Programs for Tutor Development and Mentoring
Language: English
Authors: Anastasia Kitsantas (ORCID 0000-0001-9165-5173), Roberto Pamas, Divya Varier, Beth Anne Hosek, Haley McKeen, Reagan Mergen, Christine Nardelli, Sahar Wahidi
Source: Mentoring & Tutoring: Partnership in Learning. 2025 33(5):541-562.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Sponsoring Agency: Department of Education (ED)
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Tutor Training, Tutoring, Tutors, College Students, Skill Development, Teaching Skills, Cross Age Teaching, Mathematics Education, Literacy Education, Lesson Plans, Feedback (Response), Learning Strategies, Independent Study, Occupational Aspiration, Teaching (Occupation), Teacher Shortage
DOI: 10.1080/13611267.2025.2552776
ISSN: 1361-1267
1469-9745
Abstract: The purpose of the present study was to examine the effectiveness of an ongoing Learning and Teaching Students how to Learn (L&ThL) intervention with 63 full-time college students serving as tutors. The goal was to help tutors develop self-regulated learning (SRL) skills as learners and then transition them into teaching these skills to elementary and middle school students through virtual tutoring, with a focus on improving learning in mathematics and literacy. After participating in the L&ThL intervention for the academic year, tutor survey responses indicated increased familiarity with SRL, ability to incorporate self-regulated strategies into lesson plans, and greater efficacy in implementing these strategies. Tutors' commitment to teaching also increased significantly following the intervention. Educational implications for tutor training and mentoring are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505580
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1505580
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Learning and Teaching How to Learn: Rethinking Training Programs for Tutor Development and Mentoring
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anastasia+Kitsantas%22">Anastasia Kitsantas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9165-5173">0000-0001-9165-5173</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roberto+Pamas%22">Roberto Pamas</searchLink><br /><searchLink fieldCode="AR" term="%22Divya+Varier%22">Divya Varier</searchLink><br /><searchLink fieldCode="AR" term="%22Beth+Anne+Hosek%22">Beth Anne Hosek</searchLink><br /><searchLink fieldCode="AR" term="%22Haley+McKeen%22">Haley McKeen</searchLink><br /><searchLink fieldCode="AR" term="%22Reagan+Mergen%22">Reagan Mergen</searchLink><br /><searchLink fieldCode="AR" term="%22Christine+Nardelli%22">Christine Nardelli</searchLink><br /><searchLink fieldCode="AR" term="%22Sahar+Wahidi%22">Sahar Wahidi</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Mentoring+%26+Tutoring%3A+Partnership+in+Learning%22"><i>Mentoring & Tutoring: Partnership in Learning</i></searchLink>. 2025 33(5):541-562.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Department of Education (ED)
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Tutor+Training%22">Tutor Training</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Age+Teaching%22">Cross Age Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Aspiration%22">Occupational Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Shortage%22">Teacher Shortage</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13611267.2025.2552776
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1361-1267<br />1469-9745
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of the present study was to examine the effectiveness of an ongoing Learning and Teaching Students how to Learn (L&ThL) intervention with 63 full-time college students serving as tutors. The goal was to help tutors develop self-regulated learning (SRL) skills as learners and then transition them into teaching these skills to elementary and middle school students through virtual tutoring, with a focus on improving learning in mathematics and literacy. After participating in the L&ThL intervention for the academic year, tutor survey responses indicated increased familiarity with SRL, ability to incorporate self-regulated strategies into lesson plans, and greater efficacy in implementing these strategies. Tutors' commitment to teaching also increased significantly following the intervention. Educational implications for tutor training and mentoring are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505580
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505580
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13611267.2025.2552776
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 541
    Subjects:
      – SubjectFull: Tutor Training
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Cross Age Teaching
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Occupational Aspiration
        Type: general
      – SubjectFull: Teaching (Occupation)
        Type: general
      – SubjectFull: Teacher Shortage
        Type: general
    Titles:
      – TitleFull: Learning and Teaching How to Learn: Rethinking Training Programs for Tutor Development and Mentoring
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Anastasia Kitsantas
      – PersonEntity:
          Name:
            NameFull: Roberto Pamas
      – PersonEntity:
          Name:
            NameFull: Divya Varier
      – PersonEntity:
          Name:
            NameFull: Beth Anne Hosek
      – PersonEntity:
          Name:
            NameFull: Haley McKeen
      – PersonEntity:
          Name:
            NameFull: Reagan Mergen
      – PersonEntity:
          Name:
            NameFull: Christine Nardelli
      – PersonEntity:
          Name:
            NameFull: Sahar Wahidi
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1361-1267
            – Type: issn-electronic
              Value: 1469-9745
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Mentoring & Tutoring: Partnership in Learning
              Type: main
ResultId 1