Self-Regulated Learning in High-Impact Tutoring: A Mixed Methods Case Study

Poster Session V

Keyword: Studying and Learning

Abstract: This exploratory mixed-methods case study examines the effectiveness of a virtual high-impact tutoring program grounded in self-regulated learning (SRL). The empirical study involved 12 fifth-grade students from an elementary school receiving science-based literacy instruction. Findings indicated this tutoring program led to improvements in tutor instructional practices and tutee academic outcomes.

• Christine Nardelli (Presenting Author)
• Anastasia Kitsantas (Author)
• Roberto Pamas (Author)
• Scott Katelyn (Author)
• Wahidi Sahar (Author)
• Mckeen Haley (Author)
• Hosek Beth (Author)