ERIC Number: ED613847
Record Type: Non-Journal
Publication Date: 2021-Feb
Pages: 10
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Accelerating Student Learning with High-Dosage Tutoring. EdResearch for Recovery Design Principles Series
Robinson, Carly D.; Kraft, Matthew A.; Loeb, Susanna; Schueler, Beth E.
EdResearch for Recovery Project
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.]
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
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
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: EdResearch for Recovery Project; Annenberg Institute for School Reform at Brown University; Results for America
Grant or Contract Numbers: N/A