Underexplored barriers, facilitators, and benefits in a district-university tutoring collaboration
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Monique Saastamoinen (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Kathy Hytten
Abstract: High-impact tutoring also known as high-dosage tutoring (HDT), is distinct from general tutoring. As a model, it consists of practice guidelines around training, frequency, and length of tutoring sessions. This approach is integrated with the school curriculum and ideally conducted during the school day. There is a resurging interest in tutoring, and many researchers, as well as federal, state, and district leaders, have adopted these HDT guidelines from the National Student Support Accelerator (NSSA) regarding dosage, frequency, and other logistics essential to structuring a high-impact program. The success of HDT initiatives are usually measured in randomized control trials assessing changes in students' standardized test performance, and these guidelines help establish consistency and quality assurance. This study builds on the existing HDT practice guidelines to capture additional social inputs and outputs of a successful school-based tutoring partnership. I focus on better understanding the facilitators and barriers of on-the-ground implementation by exploring the experiences of graduate students working as K-12 tutors in an urban district. Since there is little research on the non-test benefits associated with the novel HDT model, this study also investigates whether tutors report evidence of any holistic benefits to students in addition to academic improvements. Using a generic qualitative research design, 24 semi-structured interviews and two focus groups were conducted to explore the perspectives of tutor practitioners within urban school-based ecosystems. Six themes were identified through thematic analysis that illuminate factors impacting HDT engagement and success. The underexplored insights revealed in this study can help guide communication considerations, onboarding processes, tutor support and training, and ways to operationalize and evaluate “success.” Future research could triangulate these findings by incorporating the perspectives of teacher-partners, parents, and students. Keywords: Culturally Responsive Pedagogy, District-University Partnership, Tutoring Initiatives, Interviews, Bottom-Up Evaluation, Focus Groups
Underexplored barriers, facilitators, and benefits in a district-university tutoring collaboration
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Created on 8/1/2024
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2024
- Keywords
- Culturally Responsive Pedagogy, District-University Partnership, Tutoring Initiatives, Interviews, Bottom-Up Evaluation, Focus Groups
- Subjects
- Individualized instruction
- College-school cooperation
- Culturally relevant pedagogy