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Reimagining Tutoring and Personalized Learning for Student Success
Sun, April 12, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 4Session Type: Roundtable Session
Abstract
This session focuses on the role of tutoring and personalized learning in improving student outcomes. Studies include evaluations of virtual and in-person tutoring programs, literacy interventions, and identity-based motivation curricula. The combination of human tutoring with adaptive technology is shown to enhance reading growth, while dual-modality tutoring increases postsecondary enrollment among rural students. Mindfulness and motivation programs demonstrate positive behavioral and academic effects when implemented with fidelity. These findings underscore the value of tailored support systems and the importance of implementation quality in educational interventions.
Sub Unit
Chair
Papers
Evaluating the Effectiveness of a Literacy Tutoring Program Using Propensity Score Matching - Qiao Liu, University of North Carolina - Charlotte; Carl Westine, University of North Carolina - Charlotte; Richard G. Lambert, University of North Carolina - Charlotte
Teachers can do it with support: Fidelity across a decade of Pathways-to-Success - Daphna Oyserman, University of Southern California; Alysia Burbidge, University of Southern California; Yahan Huang, University of Southern California; Nicholas A. Sorensen, American Institutes for Research
The Added Effect of Human Tutoring Paired with Personalized Learning Interventions on Student Outcomes - Steffen Erickson, University of Virginia; Amy J. Dray, Edmentum; Weiling Li, Edmentum
The Impact of Tutoring and Its Modality on High School Students’ Postsecondary Enrollment - Caleb Pollard, Appalachian State University; Jui-Teng Li, Appalachian State University; Corinne Smith, Appalachian State University; Shawn Bergman, Appalachian State University; James Beeler, Appalachian State University; Catherine Parks, Appalachian State University; Hayden Laws, Appalachian State University; Kathryn Watson, Appalachian State University; Shawn McNulty, Appalachian State University
The Mindful Classroom: A Study of 'Happy Teachers Change the World' in Special Education - Matthew Ristau, Notre Dame of Maryland University; Angela L. Snyder, Notre Dame of Maryland University; Mark J. Fenster, Notre Dame of Maryland University; Kristine E. Larson, Notre Dame University of Maryland