An examination of the impact of mandatory tutoring on 9th graders who have below "C" in math and English classes in high school.
Written in 2009; 2,798 words; 7 sources; APA; $ 83.95
Paper Summary:
The paper seeks to determine the value in proposing mandatory tutoring in English and/or mathematics for those students who consistently demonstrate themselves to be C students. The paper provides a literature review and a survey and reveals the findings. The paper also discusses the demand for individualized attention in more modest cases of learning disinclination and concludes with the recommendation for the adoption of a program whereby tutoring is made mandatory according to the examination of a host of indicators demonstrating student need.
Outline:
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Methodology and Methods
Chapter 4: Findings
Chapter 5: Conclusion and Recommendations
From the Paper:
"Tutoring has become, in a sense, a standardized aspect of education, regarded in most contexts as something which should be made available to students in need. The notion of mandatory tutoring associates this level of assistance with the entitlement of those failing to meet basic educational standards to gain this type of assistance in order to be considered as meeting with satisfaction the demands of the curriculum. The correlation between mandatory tutoring and the failure to perform at an above-average level is a different consideration altogether. Not traditionally thought of as a condition in which some extra assistance or outside encouragement has been necessarily mandatory, we might today reconsider this perspective in light of some of the findings emerging today regarding the struggles of students whose needs are considered marginal."
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