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1 Tutor Training Program at Central Arizona College Bibliography Anderson, J. R., & Gluck, K. A. (n.d.). What role do cognitive architectures play in intelligent tutoring systems? Retrieved March 20, 2000, from http://mplab.ucsd.edu/wp-content/uploads/andersongluck2001.pdf Association for the Tutoring Profession, Ethics committee (n.d.). Code of Ethics. Retrieved from http://www.myatp.org/about/410-2/ Axtell, R. E., & Fornwald, M. (1998).Gestures: the do's and taboos of body language around the world (Rev. and expanded ed.). New York: Wiley. Batagiannis, S. (2011). Promise and possibility for aspiring principals: An emerging leadership identity through learning to do action research. The Qualitative Report, 16(5), 1304-1329. Indiana University – Purdue University, Fort Wayne, IN. Behrens, L., & Rosen, L. J. (1991).Writing and reading across the curriculum (4th ed.). New York: HarperCollins Publishers. Bell, J. H., & Flagel, P. (2001). Case study: what knowledge is most worth knowing? Grammar, critical thinking, and revision in writing conferences.. Journal of College Reading and Learning, 32(1), 93. Brain Dominance. (n.d.). Brain dominance in education. Retrieved December 7, 2009, from http://braindominance-ppg.blogspot.com/

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Tutor Training Program at Central Arizona College

Bibliography

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Retrieved March 20, 2000, from http://mplab.ucsd.edu/wp-content/uploads/andersongluck2001.pdf

Association for the Tutoring Profession, Ethics committee (n.d.). Code of Ethics. Retrieved from

http://www.myatp.org/about/410-2/

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expanded ed.). New York: Wiley.

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Administrator
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Agee, K., & Hodges, R. (2012). Handbook for training peer tutors and mentors. Mason, Ohaio: Cengage Learning. ISBN-13: 978-1-133-76944-6