Literaturnachweis - Detailanzeige
Autor/inn/en | Rheinheimer, David C.; Grace-Odeleye, Beverlyn; Francois, Germain E.; Kusorgbor, Cynthia |
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Titel | Tutoring: A Support Strategy for At-Risk Students |
Quelle | In: Learning Assistance Review, 15 (2010) 1, S.23-34 (12 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1087-0059 |
Schlagwörter | Educationally Disadvantaged; Academic Achievement; At Risk Students; Credits; Program Effectiveness; Tutoring; Longitudinal Studies; Economically Disadvantaged; Disadvantaged Youth; Undergraduate Students; Public Colleges; State Legislation; Educational Legislation; State Programs; State Aid; Academic Persistence; School Holding Power; Graduation Rate; Predictor Variables; Gender Differences; Statistical Analysis; Regression (Statistics); Tutors; Pennsylvania Schulleistung; Förderkonzept; Nachhilfeunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Benachteiligter Jugendlicher; Landesrecht; Bildungsrecht; Schulgesetz; Regierungsprogramm; Prädiktor; Geschlechterkonflikt; Statistische Analyse; Regression; Regressionsanalyse; Förderlehrer; Lehrender; Tutor |
Abstract | A longitudinal research study was conducted at a public university in Pennsylvania on a sample of 129 at-risk students from a state-funded program (Act 101) designed to provide support services for economically and educationally disadvantaged students. This research employed a non-experimental, ex post facto methodology to assess the impact of tutoring on persistence, retention, and graduation. Study variables included measures of academic performance, retention, use and frequency of tutoring, the number of years in college, gender, and total credits earned toward graduation. Data were analyzed with t-tests, chi-square tests, multivariate and multiple regressions, and logistic regression. Results of the study showed that tutoring had significant positive relationships with retention and academic performance and demonstrate that tutoring can be effective as a strategy for succeeding to graduation. (Contains 5 tables.) (As Provided). |
Anmerkungen | National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |