An Updated Systematic Review on Parent Tutoring

Autor/inn/en	Kupzyk, Sara; LaBrot, Zachary C.; Collins, Macy J.
Titel	An Updated Systematic Review on Parent Tutoring
Quelle	In: Education and Treatment of Children, 46 (2023) 1, S.59-75 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kupzyk, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1007/s43494-023-00090-0
Schlagwörter	Parents as Teachers; Tutors; Tutoring; Family School Relationship; Program Effectiveness; Academic Achievement; Evidence Based Practice; Elementary Secondary Education; Home Study; Parent Participation + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Schulleistung; Elternmitwirkung
Abstract	Parent tutoring may provide opportunities for home-school collaboration and improved academic outcomes. Previous reviews of the literature have classified parent tutoring as a promising practice, but have also noted methodological limitations. We conducted an updated review of parent tutoring studies published between 2006 and 2020. The objectives of this review were to evaluate study quality, examine the effectiveness of parent tutoring, and discuss future directions. Studies were included if they were empirical, involved a family member implementing a specific academic intervention for a child enrolled in kindergarten through 12th grade, and measured academic performance. Thirty studies (20 single-subject and 10 group designs) met the inclusion criteria. Studies were coded based on the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education and parent tutoring intervention indicators. Overall, the evidence base for parent tutoring was classified as potentially evidence-based for kindergarten through 3rd grade. There was insufficient evidence for fourth through 12th grade. Limitations (e.g., inadequate description of interventionist training and fidelity) and future directions are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01