http://hdl.handle.net/2139/11994 2013-05-24T11:44:19Z http://hdl.handle.net/2139/15141 The Effect of Teacher Morale on Student Achievement in an Urban Denominational Elementary School Phillip-Regis, Lou Anne This study sought to determine whether teacher morale affected the standard of academic achievement at an urban denominational primary school in Trinidad and Tobago. Data were collected from 10 teachers through a questionnaire, as well as from the Secondary Entrance Assessment (SEA) examination scores at both the school and national level. Findings indicated that: 1) there was a low level of achievement at the school, 2) teacher morale was moderately positive, and 3) there was a weak positive correlation between teacher morale and student achievement, suggesting that high teacher morale would lead to high student achievement and vice versa. 2013-05-10T00:00:00Z http://hdl.handle.net/2139/14801 A case study of how two teachers epistemologies [sic]: Their beliefs about science and science teaching and learning, are enhanced or changed by exposure to explicit reflective activities and a series of lessons which include a consideration of the Nature of Science Mohammed, Larrisa This study examined two teachers' beliefs about the nature of science and about teaching and learning science at a secondary school in Trinidad and Tobago. It further sought to assess the influence of explicit reflective activities on their beliefs about the nature of science, and how a consideration of the nature of science in lessons changed their beliefs about what makes a good science lesson. Data were collected through a questionnaire and interviews held with two physics teachers, as well as through observations and document analysis. It was concluded that teachers have positivistic beliefs about the nature of science and that they believe firmly in the traditional method of teaching. However, after the intervention one teacher changed her beliefs about most aspects of the nature of science, while the other changed her beliefs with regards to the tentative nature of scientific knowledge. Both teachers' beliefs about what makes a good science lesson remained unchanged, except that after the intervention they were willing to include the history of science in their science lessons. 2013-04-02T00:00:00Z http://hdl.handle.net/2139/13898 An investigation into teacher's [sic] perception of the use of code-switching to facilitate comprehension in the area of language-arts instruction in a primary school in the North Eastern Educational District Isaac, Ambika This study sought to investigate teachers' perceptions of the use of code switching in order to facilitate comprehension during Language Arts instruction. Data were collected through interviews with three Standard 4 teachers, who also completed an attitudinal survey, along with seven other staff members. Other data were collected through focus groups, observations, and the examination of artefacts. The findings indicated that there was an appreciation for the use of either of the codes (Standard or Creole) or code switching, as teachers identified the purpose for the use of the Standard or the Creole. It was also found that there were varying levels of awareness of code switching as a means of communication in scaffolding learning. 2013-01-04T00:00:00Z http://hdl.handle.net/2139/13876 An investigation into the experiences of two reading specialists connected to the Caribbean Centre for Excellence in Teacher Training (CETT) in enhancing student reading achievement in underperforming primary schools in Trinidad and Tobago Charles, Janice This study focused on the experiences of two reading specialists connected to the Caribbean Centre for Excellence in Teacher Training (CETT) as they sought to enhance student reading performance in underperforming primary schools in Trinidad and Tobago. Data were collected through interviews with the specialists. The findings indicated that the participants had mostly favourable experiences. Additionally, they shared the view that teachers received insufficient training at the various institutions with respect to the teaching of reading. It was also recognized that teachers and administrators misunderstood the role of the reading specialist, and there was a need for increased support from administrators. 2013-01-02T00:00:00Z