Accelerating Student Learning with High-Dosage Tutoring. EdResearch for Recovery Design Principles Series
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| Title: | Accelerating Student Learning with High-Dosage Tutoring. EdResearch for Recovery Design Principles Series |
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| Language: | English |
| Authors: | Robinson, Carly D., Kraft, Matthew A., Loeb, Susanna, Schueler, Beth E., EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Results for America |
| Source: | EdResearch for Recovery Project. 2021. |
| Availability: | EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Acceleration (Education), Tutoring, Evidence Based Practice, COVID-19, Pandemics, Teacher Effectiveness, Elementary School Students, Secondary School Students, Instructional Design, Educational Assessment, Alignment (Education), Scheduling, Distance Education, Individualized Instruction |
| Abstract: | This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Rigorous research provides strong evidence that high-dosage tutoring can produce large learning gains for a wide range of students, including those who have fallen behind academically. This brief provides information on design principles for effective tutoring including: frequency, group size, personnel, focus, measurement, relationships, curriculum, scheduling, delivery mode, and prioritization. [This brief was prepared in collaboration with the University of Virginia, School of Education and Human Development.] |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | ED613847 |
| Database: | ERIC |
| Abstract: | This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Rigorous research provides strong evidence that high-dosage tutoring can produce large learning gains for a wide range of students, including those who have fallen behind academically. This brief provides information on design principles for effective tutoring including: frequency, group size, personnel, focus, measurement, relationships, curriculum, scheduling, delivery mode, and prioritization. [This brief was prepared in collaboration with the University of Virginia, School of Education and Human Development.] |
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