Tutoring Revolution

Edward E. Gordon is an international expert on tutoring, individualized education, and literacy issues. He is the founder and principal of the research firm Imperial Consulting Corporation in Chicago and previously taught at DePaul, Loyola, and Northwestern universities in Chicago. Ronald R. Morgan, Ph.D. is an expert in the psychology of learning and instruction. He is currently a professor in the Department of Curriculum, Instruction, & Educational Psychology at Loyola University, Chicago. Charles O'Malley, Ph.D. is an independent education consultant specializing in public policy-related issues and provides policy development assistance to national, state and local organizations. He has served as executive assistant for Private Education to three U.S. secretaries of education (Ted Bell, Bill Bennett and Lauro Cavazos), and recently returned to the US Department of Education as a policy consultant to the deputy secretary of education. Judith Ponticell, Ph.D., is associate vice president for academic affairs and professor of educational leadership and the University of South Florida, Lakeland. She has previously worked as an accreditation program, and grant evaluator in Illinois, Texas, New Mexico, and Florida. During her career she has also served as a consultant to schools, school districts, state departments, and businesses at local, state, and national levels.

When NCLB brought tutoring into public education, many administrators lacked any sense about what good tutoring practice is or how to create a program to meet NCLB requirements. The authors explain NCLB so that people can realize the implications to all tutorials. The scholarship provided in The Tutoring Revolution can help identify a framework to facilitate good tutoring practice?and for all those involved in education this provides a good summary of educational psychology. The background in educational psychology provided here presents a clear picture of the state of research involving tutoring. The book goes on to provide a matrix for challenges that will need more research. The authors touch on all the basics of the tutorial climate, feedback, reflection, and goals, ending with structures provided by the BBB and EIA that can be used as standards. I want to speak for the cause of The Tutoring Revolution, as one who sees first hand tutoring as an effective tool for education. These authors act as an agent to change schools and to revolutionize tutoring. The effect of which will benefit future generations of learners.

• 1 Tutoring and Reinventing Title I 2 The Tutoring Revolution 3 Learning, Research, Assessment: Where Do We Stand? 4 Tutoring and the Advancement of Learning 5 Tutoring Research 6 Has Tutoring Worked? 7 The Ethics of Tutoring 8 The Future of Tutoring