How do teacher practices influence student academic performance in required after-school tutoring?
Since 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 elemen...
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| Format: | Others |
| Language: | English |
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2011
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| Online Access: | http://hdl.handle.net/2152/ETD-UT-2010-12-2352 |