The Effect at Different Grade Levels of One and Two Years of Tutoring. Perach Tutorial Project.

Autor/inn/en	Eisenberg, Theodore; und weitere
Institution	Weizman Inst. of Science, Rehovot (Israel).
Titel	The Effect at Different Grade Levels of One and Two Years of Tutoring. Perach Tutorial Project.
Quelle	(1983), (93 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Disadvantaged Youth; Educational Research; Elementary Secondary Education; Evaluation; Foreign Countries; Individualized Instruction; Mathematics Achievement; Mathematics Education; Mathematics Instruction; Reading Achievement; Reading Instruction; Remedial Instruction; Teaching Methods; Test Items; Tutorial Programs; Tutoring; Israel + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Bildungsforschung; Pädagogische Forschung; Evaluierung; Ausland; Individualisierender Unterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Leseleistung; Leseunterricht; Förderkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Test content; Testaufgabe; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht
Abstract	The Perach Tutorial Project, in which university students tutor Israeli children from socially disadvantaged areas in mathematics and reading, was originally designed for pupils in grades 5-8. This study investigated its use with children in grades 3, 4, 6, and 7 tutored for the regular one-year period or for two years. At each grade level, 11 classes were selected, and students within each class were assigned to the various treatments. During the second year, the type of work carried out by tutors became less academic. Tutored children tended to manifest greater gains in mathematics than in reading, with the greatest change in mathematics for those tutored for one year in grade 6. In reading, children tutored for two years in the lower grades seemed to benefit more, while older children profited more from one year of tutoring. Overall, tutoring did not bring children up to the level of the rest of the class. There was little advantage for tutoring for two years, but a slight advantage for tutoring in the upper grades. No differences were found among groups concerning schools or social self-concept, or social acceptance by peers. Sample items and questionnaires are contained in appendices. (MNS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC