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Promising Findings From the Evaluation of Tutoring and Educational Interventions Through the COVID Pandemic Recovery.
Sat, April 26, 8:00 to 9:30am MDT (8:00 to 9:30am MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 102Session Type: Paper Session
Abstract
As schools support student academic recovery following the COVID pandemic, there is an urgent need to learn quickly to adapt and improve. These papers discuss tutoring and educational interventions implemented post-COVID to share new knowledge that is relevant for researchers, practitioners, and policymakers.
Sub Unit
Chair
Papers
Air Reading: A Randomized Evaluation of a Virtual Tutoring Model for K-6 Grade Students - Amanda Neitzel, Johns Hopkins University; Nathan Storey, Johns Hopkins University
Meta-Analysis on the Academic Outcomes of Cross-Age Tutoring - Andrew Eunghyun Chang, Vanderbilt University; Emily Mauer, University of Texas at Austin; Suyoung Kim, University of Chicago; Elizabeth Swanson, University of Texas at Austin
The Effect of Online Tutoring on PK-12 Student Achievement: A Meta-Analysis - Haigen Huang, Independent Researcher; Charles Laurin, Institute of Education Sciences
University-Led High Impact Tutoring for Low-Achieving High School Students: A Three-Year Randomized Controlled Trial - Daniel Hamlin, University of Oklahoma; Stacy Reeder, University of Oklahoma; Corey Peltier, University of Oklahoma