An assessment of cognitive changes in socially disadvantaged children as a result of a one-to-one tutoring program

Theodore Eisenberg, Barbara Fresko, Miriam Carmeli

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)311-314
Number of pages4
JournalJournal of Educational Research
Volume74
Issue number5
DOIs
StatePublished - 1 Jan 1981
Externally publishedYes

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