Improving Access To, Quality, and the Effectiveness of Digital Tutoring in K-12 Education

Autor/inn/en	Burch, Patricia; Good, Annalee; Heinrich, Carolyn
Titel	Improving Access To, Quality, and the Effectiveness of Digital Tutoring in K-12 Education
Quelle	In: Educational Evaluation and Policy Analysis, 38 (2016) 1, S.65-87 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373715592706
Schlagwörter	Access to Education; Educational Quality; Elementary Secondary Education; Electronic Learning; Instructional Effectiveness; Educational Improvement; Longitudinal Studies; Observation; Interviews; Low Income Students; Mathematics Achievement; Reading Achievement; Tutorial Programs; Quasiexperimental Design; Teacher Role; Access to Information; Information Utilization; Student Characteristics; Achievement Gains; Effect Size; Educational Assessment; Educational Indicators; Mixed Methods Research; California; Illinois; Minnesota; Texas; Wisconsin + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung; Interviewing; Interviewtechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Lehrerrolle; Informationsnutzung; Achievement gain; Leistungssteigerung; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Kalifornien
Abstract	There is considerable variation in how providers of digital education describe what they do, their services, how students access services, and what is delivered, complicating efforts to accurately assess its impact. We examine program characteristics of digital tutoring providers using rich, longitudinal observational and interview data and then analyze student attendance patterns and effects of digital tutoring on low-income students' reading and mathematics achievement. We find significant associations between formats, curriculum drivers, tutor locations, and other characteristics of digital providers and their effectiveness in increasing student achievement, as well as differential access by student characteristics, that warrant further investigation as digital providers' roles in K-12 instruction continue to expand. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01