Why do students with literacy needs engage in delinquent activities: A phenomenological case study of six students at School X
dc.contributor.author | Jones, Nikeisha | |
dc.date.accessioned | 2012-07-30T17:34:47Z | |
dc.date.available | 2012-07-30T17:34:47Z | |
dc.date.issued | 2012-07-30 | |
dc.identifier.uri | https://hdl.handle.net/2139/13152 | |
dc.language.iso | en | en_US |
dc.subject | Case studies | en_US |
dc.subject | Coeducational schools | en_US |
dc.subject | Secondary school students | en_US |
dc.subject | Student attitudes | en_US |
dc.subject | Indiscipline | en_US |
dc.subject | Delinquency causes | en_US |
dc.subject | Discipline problems | en_US |
dc.subject | Slow learners | en_US |
dc.subject | Juvenile delinquency | en_US |
dc.subject | Illiteracy | en_US |
dc.subject | Trinidad and Tobago | en_US |
dc.title | Why do students with literacy needs engage in delinquent activities: A phenomenological case study of six students at School X | en_US |
dc.type | Other | en_US |