Why Connecting Tutoring to Curriculum Could Make it More Effective

Education Week

This fall, as Kristin Farley’s preservice teachers started tutoring at a local school district, the first few weeks were consumed by logistics, especially scheduling: which tutors would be showing up to which classrooms to take which students when.

“It was a lot of putting out those small fires,” said Farley, an assistant professor of early childhood education at Wittenberg University in Springfield, Ohio.

Soon, the district and the university settled into a schedule that worked. But it wasn’t until this semester that they implemented the change that made the biggest difference.


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