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Item An Action Research Study Aimed at Designing and Implementing an Innovative Unit of Instruction Within the Context of Developing Innovative Thinking Skills Among Primary School Students(2015-11-02) Dalrymple, KarenEmploying an action research approach, this study investigated the effectiveness of the implementation of a unit of instruction that combined the design thinking approach and the new primary curriculum at a primary school in Trinidad and Tobago. Data were collected through the researcher’s journal, student-generated work, and observations of nine Infant-level students during the implementation of the unit. Analysis of the data revealed 10 factors that posed challenges to the implementation of innovative thinking in the classroom, including: 1) teacher training, 2) teacher confidence, 3) teacher’s belief about students’ ability, 4) postcolonial philosophy, 5) learners’ traits and 6) teacher’s misconceptions.Item Addressing Three ECCE Teachers’ Concerns Regarding Inclusive Practice in Two Early Childhood Centres in the Victoria Education District(2015-05-21) Grant, June ElizabethItem Addressing Three ECCE Teachers’ Concerns Regarding Inclusive Practice in Two Early Childhood Centres in the Victoria Education District(2015-05-21) Grant, June ElizabethThis qualitative case study investigated the concerns of three early childhood care and education (ECCE) teachers regarding inclusive practices in their mainstream classrooms within the Victoria Education District in Trinidad. Data were collected through interviews, observations, and field notes. The findings indicated that: 1) there was a need for stronger teacher collaboration and 2) the teachers had a propensity to underestimate their professional training as a prerequisite for successful inclusion.Item Administrative issues involved in helping struggling readers(2012-03-22) Al Hosein-Garcia, KittyItem Administrators’ perceptions of administrative issues or factors which are significant to developing a literacy program for all students of School X(2012-07-03) Edwards-Senhouse, MaxineItem The adolescent male and the beginning female teacher: A study of initial student/teacher experiences in an all-boys secondary school(2012-03-19) Clavery, Michele I. S.Item Annotated bibliography of Master of Education (M.Ed.) projects 1994-2003(2014-09-09) Gordon, LeahAnnotated bibliography of projects done by students of the Master of Education (M.Ed.) programme at the School of Education, The University of the West Indies, St. Augustine during the period 1994-2013Item Assessing principals' perspectives on implementing co-curricular activities in secondary schools in Caroni Education District(2014-01-20) King-Newton, Patrice R.Item Assessment of Parent’s Nutritional Knowledge on Student’s (sic) Dietary Practices(2017) Duncan, Natalie NicholThis study investigated the relationship between parental nutritional knowledge and student dietary practices at a secondary school in Trinidad and Tobago. A quantitative approach was employed to determine whether there were any correlating factors with reference to parental nutritional knowledge, student dietary practices and parental behavioural patterns. The research also investigated whether any differences existed between parents’ demographic data and their nutritional knowledge. Data were collected through the administration of questionnaires to 147 participants comprising mainly fifth-form students, and parents of students who volunteered to be part of the study. The findings revealed that there was a significant relationship between parents’ nutritional knowledge and students’ dietary patterns. It was also found that there was a substantial difference between parents’ nutritional knowledge and their demographic factors, as well as a correlation between their nutritional knowledge and their behavioural patterns.Item The attitude of teachers towards teaching reading in the content areas(2013-01-02) Karr, ColinThis study sought to determine the attitude of secondary school teachers towards teaching reading in the content areas, and to investigate whether a significant difference exists in their attitude towards content literacy instruction with respect to variables such as pedagogical training, gender, experience, and subject areas. Data were collected through a survey of the teacher population of a school in South Trinidad. The results revealed that the teachers possessed an average attitude towards teaching reading in the content areas. Additionally, it was discovered that there was no significant difference in the attitude of teachers towards teaching of reading in the content areas with respect to the four variables.Item The attitude of teachers towards teaching reading in the content areas(2012-06-05) Karr, ColinItem Authentic and Relevant Science Education at Train Line School through the Use of Science, Technology and Society (STS) Education?(2014-01-23) Joseph, VeronaThis study sought to determine the probable impact of a relevance-based approach to the teaching of primary science, through the employment of Science, Technology and Society (STS) education, on students’ perceptions of the relevance of science and their learning of scientific concepts and ideas. The students, who perceived science as irrelevant to their daily lives and performed below the level of proficiency on science tests, were exposed to a three-month course of STS education that focused on the relevance of science through purposeful infusion of STS content into the science curriculum. Data were collected, through surveys, from two Standard 4 classes comprising 30 students. The results showed that students exposed to STS education had an improved perception of the relevance of science, and scored higher on the post-test, than those who were not exposed to the unitItem Barriers to condom use in commercial sex activities of male street sex workers(2012-03-27) Altenberg, Juanita A. R.Item Best practices in teaching and learning mathematics: A constructivist perspective(2012-03-15) Baksh, Shereen