The effect of required tutoring option participation on failing eighth-grade students' academic and behavioral performance
by Murry, Larry, Ed.D., UNIVERSITY OF NEBRASKA AT OMAHA, 2007, 191 pages; 3269762

Abstract:

Tutoring programs were evaluated to determine the effect of required option participation on failing eighth-grade students' achievement, behavior, and attitude following a year implementation phase. The eighth-grade pretest compared to eighth-grade posttest gains made by students in the 45-Minute Morning Tutoring Session (45-MMTS n=15), 75-Minute After-School Tutoring Session (75-MASTS n=15) and 120-Minute Combined Morning and After School Tutoring Session (120-MCMASTS n=15) demonstrated positive achievement, behavior and attitudinal outcomes for all programs. These levels of performance were also found to be congruent with the posttest achievement, behavior and attitude data.

The study results support a district-wide plan to create professional learning teams and provide teacher collaboration time in an effort to improve student learning outcomes. The development of academic interventions is a vital part of this process.

 
AdviserKaren Hayes
SchoolUNIVERSITY OF NEBRASKA AT OMAHA
SourceDAI/A 68-06, p. , Oct 2007
Source TypeDissertation
SubjectsEducational administration; School counseling
Publication Number3269762
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