This Doctoral Research Project examines the features of peer powered tutoring centers through the lens of research and a cross-case analysis of four Colorado high schools at various stages of implementation. Based on research and field experience, the features proposed to be most essential for a successful centralized peer tutoring model include: (a) peer tutors as mentors and academic coaches, (b) tutor preparation and support, (c) tutoring center dynamics, (d) integration with effective collaborative teacher teams, and (e) integration with embedded, academically structured study skills class. This cross-case study sampled perceptions about the proposed features (and more) from those in the field and gauged the presence of and value placed upon evidence-based practices across four partner sites. Taken together, the study is being used to inform quality improvement with the four partner sites by integrating descriptive and quantitative analysis of data from peer tutor surveys, surveys of teachers from collaborative teams connected to tutoring centers, surveys of building administrators, artifact collection, and interviews with tutoring center directors. The findings highlight how the feature of tutoring centers interact together to keep freshmen on track to graduate and demonstrated that practitioners believe centralized peer tutoring to be effective when the features are intentionally implemented.
|Commitee:||Fulmer, Connie, Many, Tom|
|School:||University of Colorado at Denver|
|Department:||Leadership for Educational Equity|
|School Location:||United States -- Colorado|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Keywords:||Centralized tutoring, High school, Interventions, Mentoring, Peer tutoring, Tutoring centers|
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