Year: 2002
Type: article
Abstract: This article reports the outcomes of a study involving service-learners in a tutoring program with 260 elementary school children.Compared to a non-tutored group, the tutored children had higher one-year gains in Stanford Achievement Test (SAT/9) scores in math and spelling.Children and their teachers gave high ratings to the tutors and believed that tutoring helped the children learn.Tutor similarity to the children along a number of dimensions was associated with stronger reading gains.Teachers gave higher evaluations to tutors who expressed intentions to be involved in civic action, while children gave higher marks to tutors who valued diversity and believed in social justice.
Authors: Adeny Schmidt, Matthew A. Robby
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2145306832