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Peer reviewedFresko, Barbara; Eisenberg, Theodore – Journal of Experimental Education, 1985
Socially disadvantaged Israeli children in grades three or six were paired with university student tutors. Mathematics and reading achievement were measured after one year of tutoring, two years of tutoring, or no intervention. One year of tutoring yielded some gains; however, a second year did not increment them. (Author/GDC)
Descriptors: Achievement Gains, Cross Age Teaching, Disadvantaged Youth, Elementary Education
Peer reviewedFresko, Barbara – Educational Studies, 1996
Summarizes a study that utilized path analysis to examine the effects of tutor-tutee intimacy, tutoring conditions, and background variables on overall tutor satisfaction. Reveals higher satisfaction among tutors reporting greater intimacy with tutees. Discusses those variables affecting intimacy including ethnicity, same-sex pairing, and ease of…
Descriptors: Empathy, Foreign Countries, Identification (Psychology), Individual Instruction
