Teachers’ and the Administrator’s Experiences of the Implementation of the Innovation of Single-Sex Classrooms in a Co-educational Private Primary School

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dc.contributor.author Teemul, Shoba
dc.date.accessioned 2019-07-17T16:10:07Z
dc.date.available 2019-07-17T16:10:07Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/2139/47333
dc.description.abstract This study investigated two teachers’ and one administrator’s experiences of the implementation single-sex classrooms in a co-educational private primary school in Trinidad and Tobago, which sought to address boys’ under-achievement. Data were collected through interviews and document analysis. The results showed that: 1) there was a positive attitude towards the innovation, 2) both groups (boys and girls) exhibited increased confidence and greater cohesion as a result of having their own learning space, and 3) the boys had a significant number of disciplinary issues in comparison to the girls. It was also found that, paradoxically, the achievement gap between the sexes remained unchanged. Additionally, there was an adjustment in the teaching styles of both teachers in the single-sex class, but they expressed a need for training for successful implementation. en_US
dc.subject.other Primary school teachers en_US
dc.subject.other Teacher attitudes en_US
dc.subject.other Administrator attitudes en_US
dc.subject.other Coeducational schools en_US
dc.subject.other Private schools en_US
dc.subject.other Educational innovations en_US
dc.subject.other Male underachievement en_US
dc.subject.other Trinidad and Tobago en_US
dc.title Teachers’ and the Administrator’s Experiences of the Implementation of the Innovation of Single-Sex Classrooms in a Co-educational Private Primary School en_US
dc.type Thesis en_US
dc.Faculty Faculty of Humanities and Education en_US
dc.Department Education en_US
dc.Institution University of the West Indies (Saint Augustine, Trinidad and Tobago) en_US
dc.DegreeType Master's in Education en_US


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