This article sets out to define effective tutoring and to establish links between effective tutoring and school improvement. Before identifying if a school has improved, one must first ascertain the function of schools. If one accepts Lodge’s premise that the function of schools is ’to promote children’s learning’ (Lodge, 2000), then an improving school is one which improves learning itself. This paper argues that effective tutoring can play a part in helping schools to achieve this goal and outlines some practical ways in which this can happen. It draws on current practice at Greenshaw High School to explore some strategies for improving tutoring in order to impact on schools’ effectiveness.
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related research
People also read lists articles that other readers of this article have read.
Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.
Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.