Browsing by Author "Rigaud, Phyllis"

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    Implementing health and family life education (HFLE) at a primary school in the North Eastern Education District in Trinidad and Tobago: Teachers' concerns
    (2012-04-17) Rigaud, Phyllis
    This study sought to investigate primary school teachers' concerns about the implementation of the Health and Family Life Education (HFLE) programme at a primary school in Trinidad and Tobago. It specifically sought to explore the reasons why the teachers were not implementing the HFLE curriculum with fidelity. Data were collected through interviews held with three purposively selected teachers from each level of the school. The findings of the study revealed that the teachers had concerns about 1) obtaining information regarding the content matter of the HFLE curriculum, 2) gaining parental support for specific aspects of the curriculum, 3) heavy workload, 4) time constraints resulting from the demands of the national assessment tests, 5) the physical infrastructure of the school, 6) the lack of support from the school's principal, and 7) the lack of collegial relationships among staff
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    Investigating school performance in the primary sector of Trinidad and Tobago: An embedded case study [PowerPoint presentation]
    (2013-07-01) Rigaud, Phyllis
    The academic performance of schools has been and continues to be a topical issue in the academic literature. Concerns about poor academic performance of schools and inefficient education systems have been voiced by governments, educators, and researchers worldwide. In Trinidad and Tobago, quality education continues to be an elusive goal as particular education districts display poor academic performance consistently. As the first step to educational change in the North Eastern Education District, this three-strand embedded mixed methods case study initially surveyed 42 principals and 246 teachers to attain a general understanding of the organizational and instructional practices that pervade the schools of the district. The purpose of the study was to explore the educational practices in the primary schools to understand what ensuing roles those practices play towards the persistent poor academic performance of the schools in the district. The study therefore sought to answer: How do the educational practices in the primary schools influence the academic performance of schools in the North Eastern Education District? To support this question, the following main questions were posed: 1) What are the educational practices at the primary schools in the North Eastern Education District? and 2) What relations can be established between the educational practices and the academic performance of the schools, as exhibited in the schools' assessment data?