RESEARCH-BASED TEACHING STRATEGIES

Our research-based instructional programs incorporate proven methodologies including extended time on task, tutoring, formative assessment, and interactive instruction.

THE RESEARCH IS CLEAR

Tutoring increases mastery of academic skills.
Miller, Kohler, Exell, Hoe1 & Strain, 1993; Kalkowski, 1995; Martino, 1993; Topping, 1998
Tutoring improves self-esteem and self-confidence.
Rekrut, 1994; Kalkowski, 1995; Gaustad, 1992
Tutoring improves studentss attitudes toward school: reduces dropout rates, truancies, and tardies.
Kalkowski, 1995; Cotton, 1989; Marino, 1993
Tutoring breaks down social barriers and creates new friendships.
Miller et al., 1993; Kalkowski, 1995; Cotton, 1989
Tutoring provides emotional support and positive role models.
Martino, 1993
Tutoring links to positive academic outcomes including better attendance, increased probability of going on to higher education, and improved attitudes toward school.
Jekeilek, Moore, Hair, and Scarupa, 2002
Tutoring effect sizes ranging between .4 an .7 between student groups with and without the benefits of formative assessment and that formative assessment helped low-achieving students, including students with learning disabilities, even more than it helped other students reinforcing.
Black and William, 1998
Tutoring provides a strong positive relationship between time on task and both achievement and student attitudes.
Anderson, 1980; Borg, 1980; Cotton and Savard, 1981; Fisher and Berliner, 1985; Karweit, 1984; Maxxarella, 1984; O'Donnell, 1978 Sanford and Evertson, 1983; and Walberg, 1988