Advancing Student Learning Through Partnerships for High-Dosage Tutoring

• In Event: Enhancing Student Outcomes through Effective Partnerships and Campaigns

Abstract

This proposal focuses on outcomes of Bowling Green State University’s Tutoring in Mathematics and English/Language Arts program. The tutoring model leverages preservice teachers to provide high-impact tutoring in mathematics and reading for elementary students. Specifically, we explore the impact tutoring had on student learning in both reading and mathematics. We also examine how serving as a tutor influences preservice teachers’ development. Quantitative data collection consisted of elementary student scores on benchmark and/or state test scores. A quasi-experimental matched comparison group design was used to show the impact of tutoring on participants by comparing to non-participants. Qualitative data collection consisted of tutor reflections. Open-coding was used to reduce data before pattern coding helped identify themes. The results indicate positive outcomes for both elementary students’ learning and preservice teachers’ development after participating in the tutoring program. This study connects literature on effective tutoring practices and effective practices for preparing teachers.

Authors

• Katherine Brodeur, Bowling Green State University

• Audrey Roberts, Bowling Green State University

• Thomas Roberts, Bowling Green State University