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 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.

Name thesis:degree_name

Master of Education

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Texas at Austin

Year dc:date.issued

2010

Author dc:creator

• Naseem, Noreen

Advisor dc:contributor.advisor

• Fránquiz, María E.

Committee member dc:contributor.committeemember

• Palmer, Deborah

• Tutoring
• Supplemental educational services
• Elementary education
• Texas
• Academic success

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/2152/ETD-UT-2010-12-2352

OAI identifier oai:identifier

oai:repositories.lib.utexas.edu:2152/ETD-UT-2010-12-2352