Experiences of Remedial Tutors in a High-Risk Government Secondary School in Trinidad

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dc.contributor.author Mills, Alana I.
dc.date.accessioned 2015-11-02T20:56:10Z
dc.date.available 2015-11-02T20:56:10Z
dc.date.issued 2015-11-02
dc.identifier.uri http://hdl.handle.net/2139/41188
dc.description.abstract This study explored the experiences of two remedial tutors working with students in a high-risk government secondary school in Trinidad. Data were collected through interviews with the young tutors who had been exposed to a single week of training before being sent to the school. The findings revealed that the tutors had challenges pertaining to 1) gaining access to resources, 2) dealing with student indiscipline and short attention spans, and 3) lesson preparation and classroom management. It was also found that they employed a variety of personal and professional coping mechanisms to deal with their classes, and gained some support from teaching and administrative staff in carrying out their duties. en_US
dc.language.iso en en_US
dc.subject Case studies en_US
dc.subject Secondary schools en_US
dc.subject Public schools en_US
dc.subject Disadvantaged schools en_US
dc.subject Tutors en_US
dc.subject Remedial instruction en_US
dc.subject Educational experience en_US
dc.subject Trinidad and Tobago en_US
dc.title Experiences of Remedial Tutors in a High-Risk Government Secondary School in Trinidad en_US
dc.type Thesis en_US


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