How do teacher practices influence student academic performance in required after-school tutoring?

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dc.contributor.advisorFránquiz, María E.en
dc.contributor.committeeMemberPalmer, Deborahen
dc.creatorNaseem, Noreenen
dc.date.accessioned2011-02-14T19:54:55Zen
dc.date.accessioned2011-02-14T19:55:00Zen
dc.date.accessioned2017-05-11T22:21:19Z
dc.date.available2011-02-14T19:54:55Zen
dc.date.available2011-02-14T19:55:00Zen
dc.date.available2017-05-11T22:21:19Z
dc.date.issued2010-12en
dc.date.submittedDecember 2010en
dc.date.updated2011-02-14T19:55:00Zen
dc.descriptiontexten
dc.description.abstractSince the inception of the No Child Left Behind Act in 2001, schools with high populations of at-risk students who are not meeting academic standards must provide supplementary educational services (SES) to their struggling learners. This study examines the tutoring program of an urban Texas elementary school that rapidly improved its state accountability over the course of a few years. Through interviews with teachers and an analysis of their lesson plans and standardized assessment data, several themes emerged that were identified as factors leading to the school’s academic success.en
dc.description.departmentCurriculum and Instructionen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2010-12-2352en
dc.language.isoengen
dc.subjectTutoringen
dc.subjectSupplemental educational servicesen
dc.subjectElementary educationen
dc.subjectTexasen
dc.subjectAcademic successen
dc.titleHow do teacher practices influence student academic performance in required after-school tutoring?en
dc.type.genrethesisen

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