Tutoring Start-Up as Educational Emergency Response: Process, Learning, and Relationships in a Canadian University-Community Collaboration

• In Event: Marriott Roundtable Session Eight
  In Roundtable Session: Community and School Collaborations Addressing Literacy and English/Language Arts (Table 1)

Abstract

This paper presents an action-research study based on a university—school board virtual tutoring program developed to support students during the pandemic. This action-science study used academic performance and survey data, tutor reflections and self-reflection to investigate the impact of our tutoring program on students’ and tutors’ learning and relationships. Successes included the creation of a new partnership and program, strong positive reports on caring relationships and motivation, and staff buy-in. Academic gains were limited. Program design (weekly, afterschool sessions) and technical/legal limitations (cameras off, often, mics off too) may have attenuated academic impact. Not all tutoring is created equal and new public investments in tutoring, to bear fruit, will need to be guided by evidence, equity and continuous learning.

Authors

• Kelly A. Gallagher-Mackay, Wilfrid Laurier University
  Presenting Author

• Christine Corso, University of Toronto
  Presenting Author

• Caroline Joline Manion, OISE/University of Toronto
  Presenting Author

• George Tam, Toronto District School Board 
  Non-Presenting Author

• Tina Ta, University of Toronto
  Non-Presenting Author

• Karen Mundy, University of Toronto
  Non-Presenting Author