TY - JOUR
T1 - An assessment of cognitive changes in socially disadvantaged children as a result of a one-to-one tutoring program
AU - Eisenberg, Theodore
AU - Fresko, Barbara
AU - Carmeli, Miriam
PY - 1981/1/1
Y1 - 1981/1/1
N2 - Cognitive changes in socially disadvantaged children in Grades 5 to 7 who were participating in a one-to-one tutoring program in Israel were assessed. Tutors were university students who received a partial tuition rebate if they met their child twice a week in 2-hour sessions over a 7-month period. The progress of a sample of tutored children was compared to that of a sample of nontutored children in mathematics, reading (Hebrew), and English. The tutored children were not found to be at an advantage on the tests although other data from tutors, parents, children, and teachers indicated that the project should be having an impact on academic achievement.
AB - Cognitive changes in socially disadvantaged children in Grades 5 to 7 who were participating in a one-to-one tutoring program in Israel were assessed. Tutors were university students who received a partial tuition rebate if they met their child twice a week in 2-hour sessions over a 7-month period. The progress of a sample of tutored children was compared to that of a sample of nontutored children in mathematics, reading (Hebrew), and English. The tutored children were not found to be at an advantage on the tests although other data from tutors, parents, children, and teachers indicated that the project should be having an impact on academic achievement.
UR - http://www.scopus.com/inward/record.url?scp=0041146270&partnerID=8YFLogxK
U2 - 10.1080/00220671.1981.10885321
DO - 10.1080/00220671.1981.10885321
M3 - Article
AN - SCOPUS:0041146270
SN - 0022-0671
VL - 74
SP - 311
EP - 314
JO - Journal of Educational Research
JF - Journal of Educational Research
IS - 5
ER -