Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad

dc.contributor.authorHenry-Legall, Lisa-Marcella
dc.date.accessioned2012-04-25T14:49:21Z
dc.date.available2012-04-25T14:49:21Z
dc.date.issued2012-04-25
dc.description.abstractThis ethnographic study sought to explore and evaluate the alternative pedagogical practice of educational therapy. It further sought to determine its feasibility as a strategy for academic recovery in the Trinidad and Tobago context. Data were collected through interviews and through the administration of a questionnaire to 23 teachers and 3 principals of three coeducational schools where students had a history of academic underachievement, and where violence and student aggression were becoming the norm. Findings revealed that the teachers needed assistance to effectively manage, teach, and assess children with learning problems. They felt that there was an urgent need to implement therapeutic interventions in educational practice, since they had no knowledge of how to deal with students who had underlying cognitive deficits that became manifest in social, emotional, and behavioural problemsen_US
dc.identifier.urihttps://hdl.handle.net/2139/12728
dc.language.isoenen_US
dc.subjectPerceptionsen_US
dc.subjectEducational therapyen_US
dc.subjectAcademic achievementen_US
dc.subjectSecondary school teachersen_US
dc.subjectCoeducational schoolsen_US
dc.subjectLearning difficultiesen_US
dc.subjectIntervention programmesen_US
dc.subjectUnderachievementen_US
dc.subjectSecondary school studentsen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleTeachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidaden_US
dc.typeThesisen_US

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