An Exploratory Qualitative Study of Italian High School Students Who Receive Private Tutoring in Mathematics

Autor/in	Rega, Andrea
Titel	An Exploratory Qualitative Study of Italian High School Students Who Receive Private Tutoring in Mathematics
Quelle	In: AASA Journal of Scholarship & Practice, 9 (2012) 1, S.48-56 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	High Schools; Qualitative Research; Dropouts; Foreign Countries; Tutoring; High School Students; Dropout Prevention; Dropout Rate; Tutors; Secondary School Mathematics; Mathematics Instruction; Student Attitudes; Interviews; Expectation; Italy + Suchen Sie Ihr Suchwort? High school; Oberschule; Qualitative Forschung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Förderkonzept; Nachhilfeunterricht; High schools; Student; Students; Schüler; Schülerin; Studentin; Förderlehrer; Lehrender; Tutor; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Interviewing; Interviewtechnik; Expectancy; Erwartung; Italien
Abstract	My purpose for this exploratory qualitative research was to gain insights into the perceptions of high school students in Italy who receive private tutoring in mathematics, about their experience and expectations. Little prior research from the perspective of the students has been conducted. Results suggest that some students use private tutoring as a learning crutch. Although private tutoring might help prevent high school dropouts in Italy, more research is needed to determine its influence on high school completion. (Contains 2 tables.) (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10