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This working paper reviews meta-analyses of tutoring programmes delivering one-to-one and small-group tuition, defining tutoring scope, describing the evidence gap by country income and subject, and outlining implications for policymakers, educators, and researchers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the paper define tutoring for its scope?","Question",{"text":63,"@type":64},"It narrows tutoring to one-to-one and small-group tutoring, with one-to-one involving intensive individual support from a teacher, teaching assistant, or other adult, and small-group tuition involving one teacher or trained assistant working with two to five pupils together.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is tutoring presented as an important response to COVID-19 learning loss?",{"text":68,"@type":64},"The paper explains that targeted tutoring has gained prominence because it can address learning gaps through personalised instruction, particularly for disadvantaged students, and has been widely adopted in pandemic recovery efforts.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the paper focus on when reviewing evidence?",{"text":72,"@type":64},"It focuses on meta-analyses that estimate the impact of tutoring delivered by adults on academic outcomes for school-age children and young people, emphasizing typical populations and settings to support policy and practice.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583919,1792176213,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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unprecedented impact on education systems worldwide, with widespread school closures anda rapid shift to remote learning. In response to the pandemic, more than 190 countries implemented nationwide school closures, disrupting the education of approximately 1.5 billion students.3 While these closures were necessary to slow the spread of the virus, they have also led to significant learning loss, exacerbating existing educational inequalities and disproportionately affecting disadvantaged students.4 A recent systematic review and meta-analysis of the evidence of learning during the COVID-19 pandemic found a substantial overall learning deficit with an effect size (ES) of –0.14. This arose early in the pandemic and has persisted over time.5 The study found learning deficits were particularly large among children from low socioeconomic status, were larger in mathematics than in reading, and larger in middle-income countries relative to high-income countries. The study identifies an evidence gap on learning progress during the pandemic in low-income countries.  \nGovernments and educational institutions worldwide have recognised the urgent need for targeted interventions to mitigate learning loss and help students catch up. One such intervention that has gained prominence during the pandemic is tutoring. Tutoring, which involves one-on-one or small-group instruction from a teacher or teaching assistant, targeted at subject-specific areas, has been widely acknowledged as an effective means of addressing learning gaps, particularly for disadvantaged students.6  \nGovernments around the world have begun to invest in large-scale tutoring initiatives as a key component of their pandemic recovery efforts. For example, the United Kingdom has launched the National Tutoring Programme, which aims to provide targeted, high-quality tutoring to disadvantaged students in England.7 Similarly, the United States has allocated funding for evidencebased tutoring programmes through the American Rescue Plan.8  \nGiven the widespread adoption of tutoring as an academic catch-up intervention in response to the pandemic, it is essential to summarise the existing evidence on the effectiveness of different tutoring approaches and identify the factors that contribute to successful implementation. This working paper aims to provide a comprehensive synthesis of meta-analyses on the effectiveness of tutoring programmes involving one-to-one and small-group tuition. By examining the existing literature and identifying key findings, this paper will offer valuable insights for policymakers, educators, and researchers seeking to design and implement effective tutoring programmes.  \nJuly 2023  \nISBN 978-1-912610-14-3  \nA global evidence review for policymakers: findings from meta-analyses of tutoring  \nDr Wayne Harrison1 and Professor Steve Higgins2  \nGovernments around the world have begun to invest in largescale tutoring initiatives as a key component of their pandemic recovery efforts  \n1 Honorary Fellow, Durham University, and CEO WhatWorked Education  \n2 Professor of Education, Durham University, and lead author of the Sutton Trust/Education Endowment Foundation Teaching and Learning Toolkit  \n3 UNESCO (2023)  \n4 Azevedo et al. (2021)  \n5 Betthäuser, Bach-Mortensen and Engzell (2023)  \n6 EEF (2023)  \n7 Department for Education (2023)  \n8 United States Department of Education (2022)  \n1  \nDefinitions  \nA tutor is defined as ‘a teacher who teaches a child outside of school, especially in order to give the child extra help with a subject he or she finds difficult’.9  \nFor the scope of this working paper, we have narrowed the focus of tutoring to one-to-one and smallgroup tutoring. These are defined as follows:  \n» One-to-one tuition involves a teacher, teaching assistant or other adult giving a pupil intensive individual support. It may happen outside of normal lessons as additional teaching or as a replacement for other lessons.10  \n»","cbCailm8DO1djy2g","https://ap.wps.com/l/cbCailm8DO1djy2g","pdf",555392,"English","# Definitions\n## What a tutor is\n## One-to-one tuition\n## Small-group tuition\n# Our Approach\n## Search rationale and inclusion criteria\n## Target populations and tutoring settings","[{\"question\":\"How does the paper define tutoring for its scope?\",\"answer\":\"It narrows tutoring to one-to-one and small-group tutoring, with one-to-one involving intensive individual support from a teacher, teaching assistant, or other adult, and small-group tuition involving one teacher or trained assistant working with two to five pupils together.\"},{\"question\":\"Why is tutoring presented as an important response to COVID-19 learning loss?\",\"answer\":\"The paper explains that targeted tutoring has gained prominence because it can address learning gaps through personalised instruction, particularly for disadvantaged students, and has been widely adopted in pandemic recovery efforts.\"},{\"question\":\"What does the paper focus on when reviewing evidence?\",\"answer\":\"It focuses on meta-analyses that estimate the impact of tutoring delivered by adults on academic outcomes for school-age children and young people, emphasizing typical populations and settings to support policy and practice.\"}]","A global evidence review for policymakers: findings from meta-analyses of tutoring | PDF",1792049039,23]