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A grounded theory of alternative school students as tutors for elementary school children: A story of growing self-esteem
Abstract
The experiences of alternative school students as they served as tutors for elementary children were examined in this study. The tutors were dropouts, pushouts, or kickouts from a traditional high school. The constant comparative method, which is an inductive method of discovering theory, was utilized as the method for generating the theory. The theory is presented through a series of theoretical statements which relate categories of tutor experience to the central category, growing self-esteem. Briefly, the theory identifies a process of growing self-esteem in the tutors, which is related to the tutor-tutee relationship, relationships with adults at the tutor site, social skills development, tutee dependence on tutors, tutor responsibility, and tutor pay. The tutors' own words are used to describe the categories. Two unique characteristics examined in this study were: (1) a special population of students, alternative school students, not addressed in the literature on cross-age tutoring, and (2) a focus entirely on the influence of the tutoring program on the tutors.
Subject Area
Educational psychology|Academic guidance counseling|Special education
Recommended Citation
Pinkall, David Arthur, "A grounded theory of alternative school students as tutors for elementary school children: A story of growing self-esteem" (1995). ETD collection for University of Nebraska-Lincoln. AAI9614997.
https://digitalcommons.unl.edu/dissertations/AAI9614997