Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad
This 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 problems
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Format: | Thesis biblioteca |
Language: | English |
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2012-04-25
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Subjects: | Perceptions, Educational therapy, Academic achievement, Secondary school teachers, Coeducational schools, Learning difficulties, Intervention programmes, Underachievement, Secondary school students, Trinidad and Tobago, |
Online Access: | http://hdl.handle.net/2139/12728 |
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oai:oai:uwispace.sta.uwi.edu:2139:2139-127282012-04-26T03:02:24Z Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad Henry-Legall, Lisa-Marcella Perceptions Educational therapy Academic achievement Secondary school teachers Coeducational schools Learning difficulties Intervention programmes Underachievement Secondary school students Trinidad and Tobago This 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 problems 2012-04-25T14:49:21Z 2012-04-25T14:49:21Z 2012-04-25 Thesis http://hdl.handle.net/2139/12728 en application/pdf |
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Perceptions Educational therapy Academic achievement Secondary school teachers Coeducational schools Learning difficulties Intervention programmes Underachievement Secondary school students Trinidad and Tobago Perceptions Educational therapy Academic achievement Secondary school teachers Coeducational schools Learning difficulties Intervention programmes Underachievement Secondary school students Trinidad and Tobago |
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Perceptions Educational therapy Academic achievement Secondary school teachers Coeducational schools Learning difficulties Intervention programmes Underachievement Secondary school students Trinidad and Tobago Perceptions Educational therapy Academic achievement Secondary school teachers Coeducational schools Learning difficulties Intervention programmes Underachievement Secondary school students Trinidad and Tobago Henry-Legall, Lisa-Marcella Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad |
description |
This 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 problems |
format |
Thesis |
topic_facet |
Perceptions Educational therapy Academic achievement Secondary school teachers Coeducational schools Learning difficulties Intervention programmes Underachievement Secondary school students Trinidad and Tobago |
author |
Henry-Legall, Lisa-Marcella |
author_facet |
Henry-Legall, Lisa-Marcella |
author_sort |
Henry-Legall, Lisa-Marcella |
title |
Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad |
title_short |
Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad |
title_full |
Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad |
title_fullStr |
Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad |
title_full_unstemmed |
Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad |
title_sort |
teachers' perceptions on academic recovery through educational therapy: a therapeutic intervention in three co-educational government schools in north trinidad |
publishDate |
2012-04-25 |
url |
http://hdl.handle.net/2139/12728 |
work_keys_str_mv |
AT henrylegalllisamarcella teachersperceptionsonacademicrecoverythrougheducationaltherapyatherapeuticinterventioninthreecoeducationalgovernmentschoolsinnorthtrinidad |
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1756094042218692608 |