Teacher perceptions on the implementation of the national Continuous Assessment Programme in a primary school in the St. George East Education District in Trinidad and Tobago

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dc.contributor.author Dowrich, Marva
dc.date.accessioned 2012-05-03T15:44:06Z
dc.date.available 2012-05-03T15:44:06Z
dc.date.issued 2012-05-03
dc.identifier.uri http://hdl.handle.net/2139/12783
dc.description.abstract This study sought to report the views of primary school teachers as implementers of an innovative National Continuous Assessment Programme (CAP), a reform initiated by the Ministry of Education of Trinidad and Tobago. A qualitative case study was employed to explore the research question, "What specific concerns do teachers have about the implementation of the National Continuous Assessment Programme?" Data were collected, via the semi-structured interview, from seven teachers chosen through purposive sampling. Member checking and peer-debriefing were employed to ensure validity. Findings revealed that the success of the innovation depended, to a large extent, on training, leadership, collegial relationships, administrative support, parental involvement, and resources en_US
dc.language.iso en en_US
dc.subject Perceptions en_US
dc.subject Continuous Assessment Programme en_US
dc.subject Primary school teachers en_US
dc.subject Adoption of innovations en_US
dc.subject Case studies en_US
dc.subject Primary school students en_US
dc.subject Student evaluation en_US
dc.subject Trinidad and Tobago en_US
dc.title Teacher perceptions on the implementation of the national Continuous Assessment Programme in a primary school in the St. George East Education District in Trinidad and Tobago en_US
dc.type Thesis en_US


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