No description available.

No description available.

The purpose of this study was to identify relationships between an urban high school*s student participation in an after-school tutoring program and its relationship to accountability measures on the Florida Comprehensive Assessment Test (FCAT) Reading and End of Course (EOC) exams in the 2013-2014 school year. The research aimed to determine the influence of tutoring participation for urban high school students. Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and is was identified if they participated in the school tutoring program or not. Quantitative results revealed the relationship between students* frequency of participation and performance outcomes on state assessments. Then, the relationship between achievement on state assessments for all students, students with disabilities, and English Learners who participated in after school tutoring and those who did not participate in after school tutoring were examined. Finally, the relations of frequency of participation in tutoring to corresponding final grades were evaluated. Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and it was identified if they participated in the after school tutoring program or not. Statistically significant differences in performance outcomes existed between tutored students in mathematics courses who participated in tutoring and those who did not. However, there was no statistically significant difference in performance outcomes with students in courses that were heavily based on reading as a result of their participation in tutoring. The students with disabilities subgroup as well as the English Learners subgroup both experienced statistically significant differences in reading scores as a result in tutoring participation. These same subgroups did not experience statistically significant difference on other assessments: Algebra 1 EOC, Geometry EOC, Biology EOC, and U.S. History EOC. Although this study identified relationships tutoring participation had with accountability measures achieved by students there is still much to be understood. The structure and approach to tutoring intervention programs should continue to be sought after in research in an effort to continue providing all students with opportunities for success on high stakes testing.

Traditional university modes of instruction have been shown to be less effective than. both PSI and peer tutoring procedures. The present study compared the relative effectiveness of proctors and peer tutors in a PSI type course. Twelve subjects were randomly assigned to the experimental conditions. The within-subject variable was the order of exposure to the teaching. Methods (being proctored, being tutored, or tutoring) and the. between-subject variables were type of teaching method (proctor-ed or peer tutored) and the number of the trial (first or .second test under the assigned teaching condition). An analysis of variance split plot 3.22 of the number of correct answers on the first test of each unit yielded a significant main effect for teaching method; F(1,9) = 17.24, p < .01; and a significant interaction for Teaching Method x Order of Exposure to Teaching Conditions; F(2, 9) = 4.31, p < .05. Analysis of the number of tests taken to reach criterion yielded significant main effects for teaching method; F(1,9) = 7.44, p < .05; and for order of exposure to teaching conditions; F(2,9) = 4.88 p < .05. The results indicate that proctoring resulted in better student performance than did peer tutoring on both measure of course performance. Other methods for easing the application of PSI type procedures to large courses or situations where proctors are unavailable should examined.

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No description available.

No description available.

No description available.

No description available.

No description available.