Project

Effects of One-to-One Tutoring on Exited Newcomers: A Month-Long Study

Students exited from newcomer classes face all the hurdles of learning new material while also struggling with cultural and linguistic isolation. Unsurprisingly, when released into the general population, these students tend to flounder and fail in part due to both the sudden retraction of academic support and the loss of the camaraderie with their newcomer peers. Research suggested that structured, short-term tutoring can be effective when administered to students in small groups. Delivering this tutoring to the newcomer population, however, presents challenges for socio-economic reasons such as difficulties with transportation and limited access to materials at home. This case study investigated the effects of a month-long, after-school, one-to-one tutoring program on an exited newcomer in his regular classes. Collected data sources included teacher surveys, student interviews and student inventories, QRI-6, and reflective journals. The data provided a multifaceted view of the student’s academic and relational growth. The findings revealed that the tutoring program provided impactful academic and literacy support for the exited newcomer in this case study as measured by both academic gains and perceptions of teacher and student. The student viewed the tutoring process as positive and helpful. His interest in reading grew, and his use of tutoring became more strategic and premeditate.

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