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Essay / Research Paper Abstract
A 10 page research paper that examines the parameters and efficacy of various tutoring programs. The writer examines the different types of tutoring programs and what research has shown to their efficacy. This examination demonstrates the components of these programs; how teachers perceive them; and how they have, in many cases, incorporated technology into the context of tutoring. Bibliography lists 9 sources.
Page Count:
10 pages (~225 words per page)
File: D0_khtutor.rtf
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Unformatted sample text from the term paper:
(2001) cite a study in which the grades earned by students who were tutored in an after-school program showed no significant change due to this intervention. Overall, the research literature
on the efficacy of tutoring has been inconclusive (Hock, et al, 2001). Nevertheless, tutoring has emerged in the twenty-first century as a "prominent curriculum education phenomenon throughout American society" (Gordon,
et al, 2004, p. 59). Part of the structure of the No Child Left Behind Act (NCLB) is to encourage the formulation of partnerships between K-12 schools and a
broad array of "community tutoring and educational service organizations" (Gordon, et al, 2004, p. 59). Therefore, it is instructive to examine the different types of tutoring programs and what research
has shown to their efficacy. This examination demonstrates the components of these programs; how teachers perceive them; and how they have, in many cases, incorporated technology into the context of
tutoring. Peer Tutoring : Greenwood, et al (1995) report on the ClassWide Peer Tutoring (CWPT) program, which was initially in order to prevent a diminished rates of academic
achievement with students from lower-income, culturally diverse neighborhoods. Over a period of 12 years, classroom-based studies have shown that children are capable of learning "more in less time in the
presence of teaching strategies such as CWPT" when this method is compared with "conventional forms of teacher-mediated, teacher-led instruction" (Greenwood, et al, 1995, p. 21). CWPT is a system of
instruction in which students are organized into "tutor-tutee pairs," who work cooperatively (Greenwood, et al, 1995, p. 21). The tutees earn points for their team when they respond appropriately to
the tasks presented to them by their tutors (Greenwood, et al, 1995). According to a math teacher using this system, CWPT calls for a major overall of classroom management.
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