加拿大代写：After-school counseling

下面为大家整理一篇优秀的paper代写范文- After-school counseling，供大家参考学习，这篇论文讨论了课后辅导问题。如今，很多家长为了让孩子的成绩提升，都会选择让孩子课后去上辅导课程。而这些辅导课程五花八门，什么类型的都有。不同的学生对课后辅导也有不同的要求，好比基础差的同学可能就要加强基础的学习，而有的同学去找辅导可能仅仅是因为爱好。

Abstract: Each day, children are having potential to be successful in their school and in their life. However, this situation is far away from many children especially for those who are living in poverty and minority families. Those children are urgent to have support towards their academic and life performance. This essay is going to integrate the literature of studies for development of after school tutoring program in various Asian countries. While Taiwan’s situation would be seen as the most important part of this research, the essay is going to test the current situation and future development for the after school tutoring program. Comparing the development of after school tutoring program in Taiwan and other Asian countries, the essay is going to conclude and analyze the similarity and differences among those region. Hopefully, the after school tutoring program could have a better development in the future, while more and more students and country level education could be benefit from it.

What is the after school tutoring program?

We can easily find many valuable after school tutoring program from current educational market. The following are several specific description cited from their official websites.

The Tutoring and Homework Program is an after school educational enrichment program for at-risk secondary students who live in our inner-city community. The program is designed to demonstrate that the trend of poor student achievement can be reversed and that all students can master academic standards if they are given time, support and instruction that focuses on their academic needs (GPCGS, 2016).

In terms of the current circumstances about those esteem after school tutoring program, it is important to define their benefits in order to make sure why students need them and how we can apply those program to students who live in poverty and minority families. Determining benefits of after school tutoring program, there are various factors. Most of them are eager to help students to make self improved and strengthened. Specifically, the benefits of after school tutoring program could be themed in the following points: 1) after school tutoring program could help student to improve academic attitude and their behaviors as well as enhance students’ esteem; 2) after school tutoring program could help students to increase their academic motivation for learning; 3) after school tutoring program could help students to model and reinforce their behavior; 4) after school tutoring program could help tutors to develop an appreciation for their teaching and educational processes; 5) after school tutoring program could help community awareness of schools and students as well as their needs; 6) after school tutoring program could help tutors to derive self satisfaction because it helps tutors to become a significant person in the life of another person; 7) through after school tutoring program, tutors will earn tuition funds from their secondary and university education. In a word, the after school tutoring programs have benefits both for students and teachers, in turn, teachers and students could have mutual respect and improvement through this esteem and valuable program.

Why we need After School Tutoring Program

The need of after-school programs has become urgent for school-age children in many industrialized countries due to social structure changes (Amy, 2012). There are different levels of students in the school. Different students have different needs towards studying. For example, high level students need to read and study more and faster, while low level of students need more support towards course works they have already learned. Different students also have different interests and advantages regarding to various subjects. For example, some students are good at learning mathematics, physics, or chemistry, while other student would like to pay more attention to subjects like art, music, or design. Students who are good at learning mathematics, physics, or chemistry might need more support towards their course works of art, music, or design, and students who are good at learning art, music, or design might need more support to improve their academic achievement of course works of mathematics, physics, or chemistry. The reason why we need to apply this circumstance is because we need high level of students who have general knowledge and skill toward all kinds of subjects to support our social and human developing. Students’ duty is to study and self-development, and their final goals are to obtain a job. Look at the future for students themselves, well self-development is a very important thing for them or for their families because they need jobs to support their lives. However, look at the whole society, students who could be a all over good ones would be a big treasure for whole society because our developed society was always being supported by good students who will be managers, engineers, doctors in the future.

Each school is equipped with school or guidance counselors. The reason why schools need school and guidance counselors is because school needs them to support all students who are potential to flourish in the future. Actually, as far as I am concerned, all students could flourish in the future just if they could get appropriate support when they are in school age. School counselors’ jobs are to support and advocate for students no matter if they have different religious beliefs, ethnicity, race, age, and social economic status. School counselors would be like to find every kid’s potential and guide them to develop into directions that are suit for them. School counselors also need help students who have worse academic performance to have their confidence back and help themselves to flourish in their academy and other domain for their lives as soon as possible. As a after school tutoring program teacher, one should be aware that “I had always found myself being drawn to people. Not so much the people themselves, but their behavior, socio cultural context, and needs of development. The fascination with people is a key ingredient for me to help them from diverse socio cultural context while integrating the research, practice, and theory I learned. For example, I would like to apply Super’s and Holland’s theories to provide career counseling interventions to my students when I am working as a guidance counselor in a local high school. I feel my work is worthy when it comes to a match among students’ career aspirations, field abilities, and cultural backgrounds. Honestly, I feel my work is meaningful when someone tells me his/her life is changed under my help and interventions.” If counselors have those awareness, they should have been a good after school tutoring program teacher. As an after school tutoring program teacher, one should have a huge range of training. Those kinds of training should help tutors to be generally skilled with abilities of researches and teaching, in which they could also empower and support students to advocate for what students really need. I have talked with an after school tutoring program teacher who has been preparing for being becoming a good one for many years. He said “I had always found myself being drawn to people. Not so much the people themselves, but their behavior, socio cultural context, and needs of development. The fascination with people is a key ingredient for me to help them from diverse socio cultural context while integrating the research, practice, and theory I learned. For example, I would like to apply Super’s and Holland’s theories to provide career counseling interventions to my students when I am working as a guidance counselor in a local high school. I feel my work is worthy when it comes to a match among students’ career aspirations, field abilities, and cultural backgrounds. Honestly, I feel my work is meaningful when someone tells me his/her life is changed under my help and interventions. I had 400 directly contact hours working with students, in which I was providing career development, assessment as well as personal intervention service regarding to diverse students with different racial, ethnic, and class backgrounds, religious, spiritual, political, beliefs, physical abilities, ages, national origins and sexual orientations.

In terms of my research ability, I have been trained in several research teams since I was in undergraduate time. The strongest part of my research is statistical analysis and literature conceptualization. I can skillfully use SPSS related to educational research work as well as AMOS to build basic construction equation model to test latent relationships between multiple variables. In current research project, I work as a CO-PI and take responsibility of research design and data analysis, which is specific described in my Curriculum Vitae.

Meanwhile, I am a trilingual individual with skillfully using English, Chinese, and Japanese while I am still learning Spanish. It means I am familiar to both eastern and western cultural context, and this diverse cultural background could be helpful for me to improve my multicultural competence when working with diverse populations.

Currently, I am doing a research to investigate international student experience in the areas of academic and career development, specifically how acculturation and psychological wellbeing impact those areas. As a result of my dedication, this study was accepted by American Counseling Association’s annual conference in 2015. This honor makes me feel more confident in my current profession and future academic plans.”This kind of teacher seems like a good type to prepare for becoming an after school tutoring program teacher.

After School Tutoring Program’s Development in the World

With more and more young children who are studying in primary or secondary schools all over the world who is seeking for after school tutoring program for their academic development, scholars and researchers have more and more concerns which are being raised about if after school tutoring program can help students to improve their test scores without changing significantly for students regular performance. Also, scholars and researches are going to test if students who have certain levels of their academy could have more benefit from after school tutoring program than other levels of students.

In order to address those questions, a lot of researches and scholars have addressed and compared the distributions of student performance across countries with different levels of participation in after school tutoring programs, while controlling for country-level unobserved heterogeneity using a fixed-effects model (Huang, 20120).Participating in either mathematics or science tutoring after school is found to raise national average performance without widening the dispersion in student performance. In science, low-performing students benefit more from tutoring than do high-performing students. In mathematics, high-performing students benefit more from tutoring than do low-performing students (Huang, 2012).

After School Tutoring Program in Other Asian Countries

Across many countries in the different places, such as Asia, Hong Kong, China, Taiwan, South Korea, and Taiwan, students and parents in schools have participated in various kinds of after school tutoring programs. Among this situation, parents who have participated in after school tutoring programs is going to help their children in hopes of increasing children’s academic performance (Zeng, 1999; Bray &Kwok, 2003). Some of those parents have described this kind of out of school studies which called after school tutoring program as a new educational system (Stevenson & Baker, 1992; Bray, 1999). The similarity of after school tutoring program in those Asia countries is always seen as the amazing educational situation that is related to traditional Asian culture heritage or tremendous comparison for their college entrance examinations in to those high level academic universities.

However, tutoring is prevalent across countries and over time. Indeed, several studies make the point that the expansion of after-school tutoring is now a worldwide phenomenon (Baker and LeTendre 2005; Bray 2006, 2009, 2011; Dang and Rogers 2008).For example, the expansion of after-school tutoring has been observed in several formerly socialist countries, including China, Vietnam, Cambodia, and some eastern European countries, following their transitions to market-based systems (Bray 2006; Silova et al. 2006; Dang 2007). The scale of after-school tutoring has also expanded over time in Canada (Aurini and Davies 2004; Davies 2004), Kenya (Onsomu et al. 2005), Mauritius (Kulpoo and Soonarane 2005), Turkey (Tansel and Bircan 2006), South Korea (Kwak 2004), Singapore (Tan 2009), Japan (Ono 2007), Malawi, Namibia, Zambia, Zanzibar (Paviot et al. 2008), Germany (Mischo and Haag 2002), and most member states of the European Union (Bray 2011). David Baker and coauthors (2001) used data from the Trends in International Mathematics and Science Study, conducted in 1995 (TIMSS 1995), finding that, in 31 out of 41 TIMSS participating countries, more than 20 percent of eighth-grade students received weekly after-school tutorials (Huang, 2012).

Based on the literature review I have provided before, we can be sure that after school tutoring program has been a worldwide phenomenon all over the world. With this fast development, there are also many questions raising over and increasing its effects on the distribution of children’s academic and life performance. Base on this significant situation, some scholars and researchers have provided three question for testing the effectiveness and available values of after school tutoring programs. At first, if the application of after school tutoring program in various educational sites have promoted students and children’s academic and life performance or not. Secondly, with the application of after school tutoring programs, if students’ performance could keep equally to each other or not. Finally, if students who have certain levels of academic and life performance could have more benefit from after school tutoring programs than other children with other levels.

In order to test those hypotheses, scholars and researchers have done a lot of studies towards the application of after school tutoring program in different Asian countries, such as China, South Korea, Taiwan, and Hong Kong. To address those questions and to emphasize on the influences of after school tutoring program on students and children’s academic and life performance, it is very important to test various domains of studies. However, many of researches and studies have put their emphasis on if there will be more effective if students take part in after school tutoring program comparing with children who have never taken part in after school tutoring programs.

Thus, among these three important questions, which have been emphasized for a long time in various Asian countries, most of scholars believe the second questions are the most important one, because the second question in calling for a country-wide analysis. It is important because many students would like to be benefit from after school tutoring program comparing with those students and children who do not receive after school tutoring program supports. The result for this is, the application of after school tutoring program might not do good to improve a country level of students and children’s academic and life performance even it does help individual participants to improve their academic and life performance. Mark Bray (1999, 2003), for example, reported several ways in which after-school tutoring may have a positive learning effect on those who participate at the expense of those who do not. First, when some students in the classroom receive private tutoring after school but others do not, the result may be a more diverse range of student performance within the classroom. School teachers, when faced with a greater range of performance within the classroom, may gear their instruction to those at the upper range of the curve and allow achievement gaps between students to grow. As Bray wrote, “private tutoring can distort the curriculum in the mainstream system, upsetting the sequence of learning planned by mainstream teachers, and exacerbating diversity in classrooms” (Bray, 1998). There are other reasons why after school tutoring program cannot come with a notional wide effectiveness. It is that even after school tutoring program is effective for individual students and children, it may cause the result that students and children who take part in the after school tutoring program would be losing their interests towards their regular classes and course works. While their regular classes and course works are still the most important one, they have already covered the topic that would be emphasized in the after school tutoring programs. Sometime, we cannot make sure that students and children’s after school tutoring program teachers would do a better job than the teachers in their regular classes and course works.

After School Tutoring Program’s Application in Taiwan Indigenous groups

It is necessary that after school tutoring program has become very an urgent program for school age students in many developed countries and even developing countries because of the fast social structure changes. A lot of researches have studies the development of the after school tutoring program in many regions of the world. However, there are few that focus on the development of after school tutoring program in Taiwan.

As we know, Taiwan is a special place that has various cultural backgrounds and political interventions. Different students and children in Taiwan came from different family backgrounds, cultural backgrounds, and life-experience. Students and children in Taiwan need more support and help for their academic things and lives. Thus, provide after school tutoring program in Taiwan is also very urgent for current scholars and educational practitioners.

What impressed most for those researches that focus on the development of the after school tutoring program in Taiwan is one that develops a hierarchical framework to evaluate after-school programs from two distinct aspects—service quality from parents’ perspectives and marketing strategy from opera- tors’ perspectives—each aspect respectively associated with five mutually independent criteria (Amy, 2012). During this research, Two different questionnaire surveys are conducted respectively to parents and providers in Hsinchu, Taiwan based on pairwise comparison on Saaty’s nine-point scale. Fuzzy analytic hierarchy process is then employed to calculate the relative importance of the criteria under each aspect. The results show that the top three concerns from parents’ perspectives are communication and attentiveness, teacher qualification and counseling, and fee and location, whereas the top three concerns from operators’ perspectives are promotion, price, and product (Amy, 2012). During this research, the author found that their research reveals a consistent relationship between the concerns of students, parents, and researchers. However, there are still significant discrepancies among those participants.

Due to social structure changes, the need of after-school programs has increased tremendously for school-age children in many industrialized countries. According to the after-school programs of the twenty-first Century Com- munity Learning Centers (CCLC) carried out by the US Department of Education, the cooperation among family, school and community and the dual focus on social welfare and educational functions should be emphasized to protect and educate children after school hours (US Department of Education 2000).It is so amazing that US Department of Education has paid attention to the development of after school tutoring program all over the world. They have emphasized that we need to integrate different scholars and researchers from various domains of subjects and advocate for this profession in order to let them take part in the development of after school tutoring program.

However, those studies and emphasizes are all related to the development of after school tutoring program in rich places and families. Otherwise, some region and places in Taiwan, such as indigenous or aboriginal place who are living in poverty. There are few literature about the after school tutoring program in indigenous and aboriginal places in Taiwan. However, we can analyze the situation of after school tutoring program in indigenous and aboriginal places in Taiwan through after school tutoring program in other countries of indigenous and aboriginal places combining the situation of after school tutoring program in Taiwan’s other places.

However, what we need to consider is the real situation that despite the after school tutoring program is considered as a benefit program for most of students and children, it is still disadvantages in many places. Thus, the real good point for students and children who are going to take part in the after school tutoring is still needed to be discussed to a large extent. Programs that rely on untrained or minimally trained teachers or personnel may do little to enhance children’s academic performance (Fashola 2002). Overemphasizing on homework completion and school- work review to exclude other extracurricular activities can also have adverse effects on children’s learning interests and academic success (Huang and Cho 2009).

During after school tutoring program, parents are also an important role, who are going to support their children and tutors to have better effectiveness of their teaching. Thus, how to estimate the effectiveness of parents’ consideration in indigenous or aboriginal place in Taiwan for the development of after school tutoring program it very important for us to test the effectiveness of the development of after school tutoring program in indigenous and aboriginal places in Taiwan. As far as I am concerned, for parents in indigenous and aboriginal places in Taiwan, it might be very difficult for them to accept such a new educational system. Moreover, it might be very difficult to persuade parents is indigenous or aboriginal places in Taiwan to pay additional tuitions for their children and students to take part in additional educational and academic support.

Conclusion and Analysis

After school tutoring program is a new and important style for students and children to learn and improve if they could not have enough achievement during their regular classes and course works. After school tutoring program needs students, tutors and parents to collaborate with each other, and communicate with each other as much as possible so that they could work together to make the effectiveness of after school tutoring program better.

After school tutoring program is set up for students and children who need help for their academy and life. However, some education professions believe after school tutoring program could help to increase a country’s academic level. It is very difficult to discuss those perspectives, because the effectiveness of after school tutoring program for individual student and child is still under estimated.

After school tutoring program is applied in various region, such as some Western countries and Asian countries for South Korea, China, Taiwan, and Hong Kong. Take after school tutoring program’s development and applications in Taiwan for example, it is acquired by its government. However, after school tutoring program’s application in Taiwan’s indigenous and aboriginal place are still a disadvantage. There are few literature talking about after school tutoring program in Taiwan while fewer is about the application of after school tutoring program in the indigenous or aboriginal places in Taiwan. What we can do is to estimate the application and effectiveness of after school tutoring program in indigenous or aboriginal places in Taiwan from the application and effectiveness of the application of after school tutoring program in other similar places such as other region in Taiwan or other indigenous or aboriginal places in other countries. For example, Zhang et al. (2006) studied two major US southern metropolitan areas and developed a scale for program facilitators to assess the effectiveness of after-school achievement programs based on eighteen items under four key objectives: scholastic development, social behavior, caring environment, and personal inspiration. Huang and Cho (2009) indicated that providing students with ample time and resources to complete their homework and teaching students particular study skills were important tasks of the after-school programs in the United States. Furthermore, motivational strategies, such as positive and nurturing environments and mentoring and reward systems, should be used to encourage students to complete their homework. Good communication with school teacher was perceived as a critical factor toward homework program success. Turmo et al. (2009) studied the impact of attending after-school care schemes on science achievement in primary school in Nor- way and found that after-school care is of significance since it could provide increased number of learning opportunities. Rorie et al. (2011) stated that the effectiveness of after- school programs in the United States for reducing problem behaviors could be mixed and that unstructured programs might increase delinquent behaviors (Huang, 2012).

We also need to take new and modern devices into current after school tutoring programs, especially for its applications in indigenous and aboriginal places in Taiwan. It is very important to estimate the effectiveness of after school tutoring program data’s reality and validity.

The parents are also an important role for the development of afterschool tutoring program in this society. Parent in indigenous and aboriginal places in Taiwan represents a typical group of people who have children and students taking part in the after school tutoring program.

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