• Design Principles for Accelera...

Treffer: Design Principles for Accelerating Student Learning with High-Impact Tutoring. Design Principles Brief #30: Academic Acceleration. Updated

Title:
Design Principles for Accelerating Student Learning with High-Impact Tutoring. Design Principles Brief #30: Academic Acceleration. Updated
Language:
English
Authors:
Carly D. Robinson, Matthew A. Kraft, Susanna Loeb, Beth Schueler, Annenberg Institute for School Reform at Brown University, Results for America, Stanford Center for Assessment, Learning and Equity (SCALE), EdResearch for Action
Source:
EdResearch for Action. 2024.
Availability:
EdResearch for Action. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: edresearchforaction@results4america.org; Web site: edresearchforaction.org
Peer Reviewed:
N
Page Count:
13
Publication Date:
2024
Sponsoring Agency:
Bill and Melinda Gates Foundation
Document Type:
Report Reports - Descriptive
Education Level:
Elementary Secondary Education
Descriptors:
Tutoring, Program Design, Program Implementation, Program Effectiveness, Evidence Based Practice, Tutorial Programs, Elementary Secondary Education
Entry Date:
2024
Accession Number:
ED656753
Database:
ERIC

Weitere Informationen

The EdResearch for Action "Design Principles Series" focuses on a single program or practice that has been proven to have positive effects on student outcomes. Authors -- leading experts from across the field of education research -- look across many high-quality studies of similar programs to identify the components and conditions that are key to its effective implementation. The "Design Principles Series" helps practitioners adapt and successfully implement an evidence-based program to meet the needs of their target population. This brief is an update of the previous version published in 2021. It incorporates new research on effective design and implementation components in high-impact tutoring programs. [This brief was prepared in collaboration with the University of Virginia, School of Education and Human Development and National Student Support Accelerator.]

ERIC