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A Causal Comparative Study of Tutori...

BoNey, Dwight, Jr.

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A Causal Comparative Study of Tutoring and Learning Outcomes in Reading for Adult Males in Corrections Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Causal Comparative Study of Tutoring and Learning Outcomes in Reading for Adult Males in Corrections Education./
Author:	BoNey, Dwight, Jr.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706040
ISBN:	9781321794762

A Causal Comparative Study of Tutoring and Learning Outcomes in Reading for Adult Males in Corrections Education.
BoNey, Dwight, Jr.

A Causal Comparative Study of Tutoring and Learning Outcomes in Reading for Adult Males in Corrections Education. - 118 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2015.

This item must not be sold to any third party vendors.

The literacy crisis of the incarcerated in correctional settings has occurred because many inmates have never attained a clear pathway to earn a GED/high school diploma; yet, tutoring has been found as an impactful way to increase reading ability of inmate students. The purpose of this quantitative causal comparative study was to evaluate the impact of the Private Boarding School's (PBS) tutoring program on incarcerated adult basic education (ABE) students. A purposive sample of 33 archival student records of TABE reading scores were gathered and assessed with an analysis of covariance (ANCOVA) to determine differences between scores for correctional ABE students after 60 hours of instruction for those who participated in a PBS tutoring program and those who had no tutoring preparation. The ANCOVA resulted in no statistically significant differences in posttest reading TABE scores between PBS (e.g., the control group) and non-PBS (e.g., the intervention group) students and the null hypothesis could not be rejected; however, a significant difference was found in the pretest TABE reading scores between groups prior to tutoring that served as the study covariate (p = .01). There are three recommendations for professional practice included: (a) consistent tutoring practices as supported by Brown and Rios (2014), (b) provide specific training for correctional tutors (Sabatini et al., 2011), and (c) assessment of tutor effectiveness (Allen et al., 2014; Sabatini et al., 2011). Recommendations for future research included: (a) utilizing a quantitative non-experimental cross-sectional design could display clearer findings, and (b) qualitative exploratory case study using open-ended questions to assess the tutees perceptions of education prior to the pretest.

ISBN: 9781321794762Subjects--Topical Terms:

543202
Adult education.

A Causal Comparative Study of Tutoring and Learning Outcomes in Reading for Adult Males in Corrections Education.
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245 1 2 $a A Causal Comparative Study of Tutoring and Learning Outcomes in Reading for Adult Males in Corrections Education.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Robin Throne.
502 $a Thesis (Ed.D.)--Northcentral University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The literacy crisis of the incarcerated in correctional settings has occurred because many inmates have never attained a clear pathway to earn a GED/high school diploma; yet, tutoring has been found as an impactful way to increase reading ability of inmate students. The purpose of this quantitative causal comparative study was to evaluate the impact of the Private Boarding School's (PBS) tutoring program on incarcerated adult basic education (ABE) students. A purposive sample of 33 archival student records of TABE reading scores were gathered and assessed with an analysis of covariance (ANCOVA) to determine differences between scores for correctional ABE students after 60 hours of instruction for those who participated in a PBS tutoring program and those who had no tutoring preparation. The ANCOVA resulted in no statistically significant differences in posttest reading TABE scores between PBS (e.g., the control group) and non-PBS (e.g., the intervention group) students and the null hypothesis could not be rejected; however, a significant difference was found in the pretest TABE reading scores between groups prior to tutoring that served as the study covariate (p = .01). There are three recommendations for professional practice included: (a) consistent tutoring practices as supported by Brown and Rios (2014), (b) provide specific training for correctional tutors (Sabatini et al., 2011), and (c) assessment of tutor effectiveness (Allen et al., 2014; Sabatini et al., 2011). Recommendations for future research included: (a) utilizing a quantitative non-experimental cross-sectional design could display clearer findings, and (b) qualitative exploratory case study using open-ended questions to assess the tutees perceptions of education prior to the pretest.
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