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

Francis-Sandy, Louanna2015-03-102015-03-102015-03-10https://hdl.handle.net/2139/39856enDisadvantaged childrenCase studiesEducational opportunitiesInclusive educationLow achieversSecondary school studentsTeacher attitudesTrinidad and TobagoInvestigating 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 InquiryText