.png){kind=icon}
.png){kind=icon}
Return
Implementing high-impact tutoring through a self-regulated learning framework: An elementary school case study
.png){kind=icon}
PRE
AI
DOI：10.1080/00220671.2026.2633435.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
The present exploratory mixed-methods case study examines the implementation and outcomes of a virtual High-Impact Tutoring through Self-Regulated Learning (HIT-SRL) intervention that integrates evidence-based tutoring practices with self-regulated learning (SRL) principles. Participants included eight fifth-grade students from one elementary school and eight undergraduate college tutors who delivered personalized, science-based literacy instruction. Tutors completed a year-long, SRL-focused training program and received ongoing mentorship. Qualitative data from tutor reflective journals documented tutors' increasing familiarity with SRL concepts and examples of SRL strategy use during tutoring sessions. Stakeholder feedback from teachers, administrators, and parents reflected positive perceptions of student engagement and instructional quality. Quantitative analyses indicated positive changes in students' reading scores from pre- to post-intervention. This case study provides descriptive evidence on the structure, implementation, and outcomes of an SRL-informed virtual tutoring model and highlights implications for practice and future research in K-12 settings.
Keywords:
Self-regulated learning
high impact tutoring
elementary school students
Journal
J
IF:
1.8
Papers:
75
Citations:
0