Establishing One-to-One Tuition in Secondary Schools
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Authors
George, Richard
Issue Date
2010
Educational Level
ISCED Level 2 Lower secondary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to improve Key Stage 3 achievement for underperforming students in English and Maths through One-to-One tuition, and to measure the impact of the intervention on pupil learning.
Aims: The main aim of this development work was to improve Key Stage 3 attainment for underperforming students in English and Maths through One-to-One tuition and support.
Methods: The participants in this development work were headteachers, LA advisers, National Strategies consultants, SLT, subject leaders, teachers, and tutors. They provided support, guidance, and training to students to improve their performance in English and Maths. Methods used included providing ten hours of One-to-One Tuition, quality assurance of sessions, pupil voice questionnaires, teacher assessments, and CPD materials from the Local Authority.
Findings: The main findings of this case study are that providing ten hours of One-to-One Tuition improved pupil progress in English and Maths, raised self-esteem, aspirations and transferable generic learning skills, and increased student confidence and interaction in lessons.
Implications: The findings suggest that providing targeted one-to-one tuition can improve pupil performance, raise self-esteem, and develop transferable learning skills. It also reinforces the importance of the home-school partnership and the need for differentiated learning challenges.
Aims: The main aim of this development work was to improve Key Stage 3 attainment for underperforming students in English and Maths through One-to-One tuition and support.
Methods: The participants in this development work were headteachers, LA advisers, National Strategies consultants, SLT, subject leaders, teachers, and tutors. They provided support, guidance, and training to students to improve their performance in English and Maths. Methods used included providing ten hours of One-to-One Tuition, quality assurance of sessions, pupil voice questionnaires, teacher assessments, and CPD materials from the Local Authority.
Findings: The main findings of this case study are that providing ten hours of One-to-One Tuition improved pupil progress in English and Maths, raised self-esteem, aspirations and transferable generic learning skills, and increased student confidence and interaction in lessons.
Implications: The findings suggest that providing targeted one-to-one tuition can improve pupil performance, raise self-esteem, and develop transferable learning skills. It also reinforces the importance of the home-school partnership and the need for differentiated learning challenges.
Description
Keywords (free text)
Secondary education , English - reading , English - speaking and listening , English - writing , Mathematics