Abstract
A group of students on a post-graduate teacher training course took part in a Reluctant Learner Project. On one afternoon a week for a term, each student took a small group of comprehensive school pupils from a low stream class out of school and engaged in mutually agreed activities. A Semantic Differential test was administered before and after the Project to the College students taking part and to a control group of other students. No significant differences between the Project and Control groups existed on the Pre-Test. Various differences emerged between the Pre- and Post-Tests, and between the Project and Control groups on the Post-Test. These included: (1) The Project group showed a significant decrease in their evaluation of self and of the education system but a significant increase in their evaluation of low stream pupils. (2) Both groups showed a significant decrease in their evaluation of the college course, but this was significantly less in the case of Project students.
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