References

Breitenstein S., Robbins L., & Cowell J.M. (2012). Attention to fidelity: Why is it important? The Journal of School Nursing 28(6), 407-408.

Cook, P. J., Dodge, K., Farkas, G., Fryer Jr, R. G., Guryan, J., Ludwig, J., ... & Steinberg, L. (2014). The (surprising) efficacy of academic and behavioral intervention with disadvantaged youth: results from a randomized experiment in Chicago (No. w19862). National Bureau of Economic Research.

Dane, A.V., & Schneider, B.H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18, 23-45.

Durlak, J.A., & DuPre, E.P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327-350.

Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A. M. (2017). Academic interventions for elementary and middle school students with low socioeconomic status: A systematic review and meta-analysis. Review of Educational Research, 87(2), 243-282.

Education Endowment Foundation (EEF; 2014). Catch Up Numeracy: Evaluation Report and Executive Summary, EEF, London.

Education Endowment Foundation (EEF; 2016). ABRA: Online reading support. Evaluation Report and Executive Summary, EEF, London.Education Endowment Foundation (2020). Teaching and Learning Toolkit.

Education Endowment Foundation (2018). Tutor Trust: Affordable primary tuition: Evaluation report and executive summary.

Elliot, D., & Mihalic, S. (2004). Issues in disseminating and replicating effective prevention programs. Prevention Science, 5, 47-53.

Ennett, S.T., Ringwalt, C.L., Thorne, J., Rohrbach, L.A., Vincus, A., Simons-Rudolph, A., & Jones, S. (2003). A comparison of current practice in school-based substance use prevention programs with meta-analysis findings. Prevention Science, 4, 1-14.

Evidence for Learning (2020). Small-group tuition: Moderate impact for low cost based on moderate evidence

Evidence for Learning (2020). Teaching and Learning Toolkit: Teaching Assistants. Evidence For Learning.

Fullan, M. (1983). Evaluating program implementation: What can be learned from follow through. Curriculum Inquiry, 13(2), 215-227.

Grattan Institute (June 2020). COVID catch-up: Helping disadvantaged students close the equity gap.

Hallfors, D., & Cho, H. (2007). Moving behavioral science from efficacy to effectiveness. International Journal of Behavioral and Consultation Therapy, 3, 236-250.

Inns, A.J., Lake, C. Pellegrini, M., & Slavin, R. (2019). A quantitative synthesis of research on programs for struggling readers in elementary schools. Best Evidence Encyclopedia, Baltimore.

McNally, S., Ruiz-Valenzuela, J., & Rolfe, H. (2018). ABRA: Online Reading Support: Evaluation report and executive summary. Education Endowment Foundation.

National Tutoring Program UK (2020). Best tutoring practice for schools.

Nickow, A.J., Oreopoulos, P., & Quan, V. (2020). The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence. (EdWorkingPaper: 20-267).

Pellegrini, M., Lake, C., Inns, A.J., & Slavin, R. (2018). Effective programs in elementary mathematics: A best-evidence synthesis. Best Evidence Encyclopedia, Baltimore.

Quach, J., Goldfeld, S., Clinton, J., Serry, T., Smith, L., & Grobler, A. (2019). MiniLit: Learning Impact Fund Evaluation Report. Independent report prepared by the Murdoch Children’s Research Institute and the University of Melbourne for Evidence for Learning.

Victorian Department of Education and Training (2020). Out-of-class small group learning: advice for schools.

Work for the department? Find out more about the program on the Small Group Tuition program guidelines webpage. For program enquiries contact us via email at smallgroup.tuition@det.nsw.edu.au.

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