One study examines the impact of disruptions as revealed through tutor comments, such as “You can’t see me? I’m not sure why you can’t see me” or “Sorry. Did you say something? It was hard to hear.”
The other study looked at how tutors divide their time and build relationships with students in one-on-one sessions and in sessions with two students.
“There are specific features that effective tutoring programs tend to have, but what is actually driving effectiveness is kind of a black box,” said Carly Robinson, a co-author on both papers and director of research at Stanford’s SCALE Initiative, which runs the National Student Support Accelerator.