The Impressive Effects of Tutoring on Prek-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence
The Impressive Effects of Tutoring on Prek-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence
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辅导对 Prek-12 学习的显着影响：实验证据的系统回顾和荟萃分析
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Vincent Quan
中科院分区：
文献类型：
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作者：
Andre Nickow;Philip Oreopoulos;Vincent Quan
辅导在这里被定义为一对一或小团体的教学规划由教师，准专业人员，志愿者，或家长是当今使用的最通用的和潜在的变革性的教育工具之一。在过去的十年中，已经进行了数十项学前辅导实验，其方法，背景和成本差异很大。我们的研究是对这些和早期研究的第一次系统性综述和荟萃分析。我们开发了一个框架，考虑不同类型的程序，不仅检查整体效果，但也探讨这些效果如何不同的程序特性和干预背景。我们发现，辅导计划产生一致的和实质性的积极影响的学习成果，总体合并效应大小估计为0.37 SD。平均而言，教师和准专业辅导项目的效果比非专业辅导和家长辅导的效果更强。影响也往往是最强的早期年级。虽然阅读和数学干预的总体效果是相似的，但阅读辅导往往会在较早的年级产生更高的效果，而数学辅导往往会在较晚的年级产生更高的效果。在学校期间进行的辅导计划往往比放学后进行的辅导计划产生更大的影响。
Tutoring—defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents—is one of the most versatile and potentially transformative educational tools in use today. Within the past decade, dozens of preK-12 tutoring experiments have been conducted, varying widely in their approach, context, and cost. Our study represents the first systematic review and meta-analysis of these and earlier studies. We develop a framework for considering different types of programs to not only examine overall effects, but also explore how these effects vary by program characteristics and intervention context. We find that tutoring programs yield consistent and substantial positive impacts on learning outcomes, with an overall pooled effect size estimate of 0.37 SD. Effects are stronger, on average, for teacher and paraprofessional tutoring programs than for nonprofessional and parent tutoring. Effects also tend to be strongest among the earlier grades. While overall effects for reading and math interventions are similar, reading tutoring tends to yield higher effect sizes in earlier grades, while math tutoring tends to yield higher effect sizes in later grades. Tutoring programs conducted during school tend to have larger impacts than those conducted after school.
数学困难的学生中的补救数字组合和单词问题缺陷：一项随机对照试验。
影响因子：
4.9
作者：
Fuchs, Lynn S.;Powell, Sarah R.;Seethaler, Pamela M.;Cirino, Paul T.;Fletcher, Jack A.;Fuchs, Douglas;Hamlett, Carol L.;Zumeta, Rebecca O.
通讯作者：
Zumeta, Rebecca O.