The Tailored Support of Virtual Tutoring.
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| Title: | The Tailored Support of Virtual Tutoring. |
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| Authors: | NEITZEL, AMANDA J.1 aneitzel@jhu.edu, STOREY, NATHAN2, KRAJEWSKI, JENNIFER3, STEINBERG, MATTHEW P.4 |
| Source: | School Administrator. Oct2025, Vol. 82 Issue 9, p21-27. 5p. 4 Color Photographs. |
| Subject Terms: | *Tutors & tutoring, *Academic achievement, *Right to education, *Reading, *COVID-19 pandemic, Poor communities, Mathematics |
| Abstract: | The article focuses on the effectiveness of virtual tutoring as a solution to improve student achievement in reading and mathematics, particularly in the wake of the learning crisis exacerbated by the COVID-19 pandemic. Research indicates that virtual tutoring can provide tailored support and significant learning gains, especially when implemented with structured models and trained tutors. Key findings emphasize the importance of consistent attendance, the right instructional models, and strong school-level support to maximize the impact of virtual tutoring programs. The article suggests that while virtual tutoring is not a universal solution, it holds promise for expanding access to quality educational support, particularly for students in underserved areas. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the effectiveness of virtual tutoring as a solution to improve student achievement in reading and mathematics, particularly in the wake of the learning crisis exacerbated by the COVID-19 pandemic. Research indicates that virtual tutoring can provide tailored support and significant learning gains, especially when implemented with structured models and trained tutors. Key findings emphasize the importance of consistent attendance, the right instructional models, and strong school-level support to maximize the impact of virtual tutoring programs. The article suggests that while virtual tutoring is not a universal solution, it holds promise for expanding access to quality educational support, particularly for students in underserved areas. [Extracted from the article] |
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| ISSN: | 00366439 |
