Book Review

The Tutoring Revolution: Applying Research for Best Practices, Policy Implications, and Student Achievement

by Edward E. Gordon, Ronald R. Morgan, Charles J. O’Malley and Judith Ponticell, Rowman and Littlefield Education, Lanham, Md., 2006, 232 pp., $29.95 hardcover

Individual tutoring always has played a role for some learners. However, with No Child Left Behind requiring schools to meet annual goals in grades 3 through 8 and federal funds available to provide extra help to underachieving students, tutoring has become a much bigger business.

Using their combined areas of expertise, co-authors Edward E. Gordon, a former professor and founder of Imperial Consulting Corp., Ronald R. Morgan, a professor at Loyola University, Charles J. O’Malley, an independent consultant, and Judith Ponticell, a professor at the University of South Florida-Lakeland, present a comprehensive review of current research about tutoring as it relates to how students learn. In The Tutoring Revolution: Applying Research for Best Practices, Policy Implications and Student Achievement, they discuss learning theories and current practices in an effort to improve tutoring programs.

While the book offers a lengthy review of research on individual student learning, educational outcomes and current tutoring practices, the information is somewhat unsatisfying because of the lack of depth provided. However, if used as an introductory resource tool, the many sources listed are helpful.

The final sections of the book deal with the ethics and future of tutoring. With sample contracts and commentary on what companies typically include in their programs, these sections serve as an important quality-control tool for anyone who is responsible for making the selection of a tutoring program for the school district.

Reviewed by Edythe B. Austermuhl, superintendent, Deerfield Township School, Rosenhayn, N.J.