Investigating Teachers’ Experiences with the Dakar Framework for Action: Education for All Innovation as it Relates to Educating “At Risk” Students at Sunnyside West Secondary – A Phenomenological Inquiry

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dc.contributor.authorFrancis-Sandy, Louanna
dc.date.accessioned2015-03-10T17:08:09Z
dc.date.available2015-03-10T17:08:09Z
dc.date.issued2015-03-10
dc.identifier.urihttps://hdl.handle.net/2139/39856
dc.language.isoenen_US
dc.subjectDisadvantaged childrenen_US
dc.subjectCase studiesen_US
dc.subjectEducational opportunitiesen_US
dc.subjectInclusive educationen_US
dc.subjectLow achieversen_US
dc.subjectSecondary school studentsen_US
dc.subjectTeacher attitudesen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleInvestigating Teachers’ Experiences with the Dakar Framework for Action: Education for All Innovation as it Relates to Educating “At Risk” Students at Sunnyside West Secondary – A Phenomenological Inquiryen_US
dc.typeTexten_US

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