ItemFlipping the classroom for improving students’ engagement in learning and academic achievement in mathematics at the Ragnarök Girls Secondary School(2019) Emrith, KiranThis study investigated how adopting the flipped classroom could affect form two students’ engagement in learning and academic achievements in Mathematics. The design was a mixed methods action research utilising a quasi-experimental, single group, post test. The findings suggested, that there was an overall increase in students’ engagement in learning. No significant differences in academic achievement were noted. ItemA case study of sixth form secondary school students’ perceptions on participation in school-based extra-curricular activities at a co-educational, government secondary school in the Victoria Education District(2017) Elcock, Tracey GeorgianaThis qualitative case study investigated sixth-form secondary school students’ perceptions regarding participation in school-based extra-curricular activities at a co-educational, government secondary school in Trinidad and Tobago. It sought to gain a deeper understanding of the types, advantages, challenges and opportunities for improvement of school-based extra-curricular activities. Purposive sampling was used to select seven students who participated and did not participate in these activities. Data were collected through interviews. The students identified several advantages of participation such as skill development. Among the challenges enumerated were time management and finance. ItemThe Dynamics of Student Violence against Teachers at a Co-Educational Secondary School in the St. George East Education District of Trinidad and Tobago: Teachers’ Perceptions(2016) Millington, Celina RhonaThrough interviews with four teachers, this qualitative case study investigated the dynamics and repercussions of student violence against teachers at a secondary school in Trinidad and Tobago. The findings revealed that the teachers experienced various acts of violence that were verbal, physical, sexual, social, and technological in nature. This type of student violence was attributable to: a) school-related influences identified as: 1) unproductive climate, 2) weak administration, 3) negative teacher behaviours, and 4) the inability to meet the needs and interests of students; b) students’ family background; and c) individual traits. Negative repercussions of student violence toward teachers were identified as: 1) an adverse effect on teachers’ psycho-emotional wellbeing, 2) changes in career, 3) avoidance behaviours, and 4) teachers’ weakened capacity to discipline delinquent students. ItemTeachers’ perspectives on using differentiated instruction in the mixed ability classroom at one government primary school(2017) Sutherland-Kalisingh, GoldaThrough the lived experiences of five teachers, this study investigated the use of differentiated instruction (DI) in the classroom at a government primary school in Trinidad and Tobago. The teachers were drawn from levels ranging from Infants to Standard 4. Data were collected through interviews. Overall, the findings revealed that while the teachers might have a desire to practice a greater degree of DI in the classroom, there is the risk that they could become easily distracted if the appropriate resources and environment were not made available to facilitate the activities involved in its employment. ItemAn investigation on Foreign Language Form 3 students’ perceptions on the factors that affect their motivation to learn French at Saint Thomas High School in Trinidad and Tobago(2017) Rampaul, KeziaThe study investigated six students' perceptions of the factors affecting their motivation to learn French at the Form 3 level at a secondary school in Trinidad and Tobago. Data were obtained through interviews. The findings revealed that the students' attitude, perceived competence, the perceived difficulty of French, and their perception of in-class learning activities affected their intrinsic motivation. Their extrinsic motivation for French language learning was affected by factors of: 1) grades, 2) instructional style of the teacher, 3) the relevance of French to their career path, 4) the importance of French in local society, and 5) negative influence of family members. ItemPerspectives of the Primary School Curriculum Rewrite (PCR) Implementation in One Primary School(2017) Beepot, Ritesh LyndellThis study investigated teachers’ and administrators’ perceptions about the implementation of the new Primary School curriculum at a school in central Trinidad. Data were collected through interviews with five participants (two administrators and three teachers) and document analysis. The findings revealed that while the Primary School Curriculum Rewrite (PCR) was viewed as a novel attempt to modernize the education system, its effectiveness was being impacted by issues of: 1) allocation of time and resources, (2) the physical infrastructure of the school, 3) its inadequacy for implementation, and 4) the heavy workload that attended the implementation process. ItemFactors That Influence and Impede Implementation of Information Communication Technology in a Secondary School’s English Language Arts Classroom: Selected Tobago Teachers’ Perspectives(2017) Benjamin, Shawn MarkThis qualitative case study investigated teachers’ perspectives regarding factors that influenced or impeded the implementation of Information Communication Technology (ICT) in an English Language Arts (ELA) classroom at a secondary school in Tobago. Data were collected through interviews with three teachers of the school. The findings indicated that although the teachers generally saw the need for, and the relative advantages of, ICT in the classroom, only one demonstrated an effort to employ the innovation. Of the other two teachers, one indicated that she did not use ICT, while the other indicated minimal use. The factors that were influential in the use of ICT in the classroom were found to be: 1) teachers’ understanding of the need and relative advantage of the innovation, 2) teacher effort, 3) team teaching, 4) prior teaching experience, 5) assistance from ICT experts, 6) teacher training, 7) the availability of ICT tools at the school, and 8) administrative support. Barriers to the use of ICT were identified as: 1) teacher competence, 2) the lack of infrastructure, 3) the lack of tools, 4) the lack of connectivity in the classroom, 5) the lack of training, and 6) the lack of time. ItemExploring the Beliefs of Elementary School Teachers Currently Implementing the Continuous Assessment Component of the Secondary Entrance Assessment Programme in Trinidad(2015-12-22) Maharajh, MahindranathEmploying a qualitative, single-case, within-site approach, this study explored the epistemological, ontological, and axiological beliefs that have informed the approach used in the development of the Continuous Assessment Component (CAC) of the Secondary Entrance Assessment (SEA) examination, and compared these beliefs to those held by teachers currently enacting the curriculum. It also specifically seeks to provide some insight into the apparent success of CAC implementation along the belief dimensions of change in the classroom of one Standard 4 teacher at a primary school in Trinidad and Tobago. Data were collected through interviews, observations, and document analysis. The findings revealed that while there was significant correlation between the teacher’s beliefs and those contained in the CAC curriculum documents, there were some deficiencies in the balance of values needed for a balanced curriculum. ItemAn Investigation Into Teachers’ Concerns About the Implementation of an Integrated Thematic Curriculum (ITC) at Coroville Primary School (CPS) in the St. Patrick Educational District of Trinidad and Tobago(2015-11-09) Sakawat-Lemessy, CynthiaThis case study investigated the concerns of three teachers (two Infant-level and one Standard 1) about the implementation of an Integrated Thematic Curriculum (ITC) at a primary school in the St. Patrick Educational District of Trinidad and Tobago. Data were collected through semi-structured interviews and the administration of questionnaire. It was found that the teachers’ concerns occurred mainly at the task and impact stages. Additionally, the teachers suggested that their concerns could be alleviated by the provision of workshops; more feedback from the Ministry of Education; and the provision of more coaches for other subject areas, and not solely mathematics. ItemIs Caribbean History History? Students’ Perceptions of Caribbean History at North Star Secondary School(2015-11-09) Rahman, SalmaThis phenomenological study investigated and analysed nine students’ perceptions of Caribbean History as a subject area at a secondary school in the St. George East Educational District of Trinidad and Tobago. Data were collected through semi-structured interviews. Analysis of the data produced eight main themes: 1) personal interest, 2) appreciation, 3) career path, 4) subject content, 5) family influence, 6) resources, 7) teaching influences/strategies, and 8) peer influence. ItemConcerns of Teachers and Administrators Regarding the Methodology of the Thematic Integrated Curriculum at the Standard One Level at a Primary School in Trinidad and Tobago(2015-11-02) Mohammed, ShazaadThis study explored the concerns of three Standard 1 teachers and three administrators regarding the methodology of the new Thematic Integrated primary curriculum at a primary school in Trinidad and Tobago. Data were collected through semi-structured interviews, observations, and document analysis. The findings revealed that the teachers and administrators shared the same concerns regarding time, availability of resources, structure of the school, confidence in content areas, collaboration, and training and support. ItemAn Investigation Into Teachers’ and Parents’ Concerns of the Teaching of Sexuality and Sexual Health to Students at a Co-Ed Government Secondary School in the St. George East District(2015-11-02) Labban, SharmilaThis case study investigated the concerns of teachers and parents about the teaching of sexuality and sexual health (SSH) at a coeducational government secondary school in St. George East, Trinidad and Tobago. Data were collected through interviews with six teachers and two parents of Form 2 students of the school. The findings revealed that both parents and teachers were supportive of SSH education as a means of assisting students with making informed choices. However, the teachers are not too willing to teach it, while parents want to maintain some level of control over the content of the subject. ItemTeaching Sexuality and Sexual Health Education at a Rural Government Primary School in the North Eastern Education District: Teachers’ Concerns(2015-11-02) Emmanuel, SavitriThis study explored teachers’ concerns regarding the teaching of the sexuality and sexual health theme of the health and family life education (HFLE) syllabus at a primary school in the North Eastern Education District, Trinidad and Tobago. The Stages of Concern dimension of the Concerns-Based Adoption Model (CBAM) guided the study. Data were collected through semi-structured interviews with six teachers, representative of each level of the school. The findings revealed that the teachers had concerns with respect to: 1) information, 2) parental reaction and support, 3) their own discomfort and encouragement in discussing sexuality and health, 4) the lack of resources, and 5) the lack of proficiency and training. These concerns occurred in different stages. ItemAn 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. ItemInvestigating the Disparity Between the Expectations and the Experiences of Students in a Graduate Programme at a Graduate School in Trinidad and Tobago(2015-11-02) Maharaj, JaidathThis study investigated student attrition through an examination of the disparity between student expectations and perceptions of their experiences in a graduate programme at a graduate school in Trinidad and Tobago. Data were collected from three students through interviews. It was found, overall, that service quality gaps existed since the institution created expectations that were not aligning with students’ perceived experiences within the programme. ItemExperiences of Remedial Tutors in a High-Risk Government Secondary School in Trinidad(2015-11-02) Mills, Alana I.This study explored the experiences of two remedial tutors working with students in a high-risk government secondary school in Trinidad. Data were collected through interviews with the young tutors who had been exposed to a single week of training before being sent to the school. The findings revealed that the tutors had challenges pertaining to 1) gaining access to resources, 2) dealing with student indiscipline and short attention spans, and 3) lesson preparation and classroom management. It was also found that they employed a variety of personal and professional coping mechanisms to deal with their classes, and gained some support from teaching and administrative staff in carrying out their duties. ItemThe Perspectives of an Older Person (Female), Post-Transition From the Family Home to Institutional Care at a Home For the Aged in Trinidad(2015-06-12) Williams Dummett, DeniseThis biographical case study explored the perspectives of an 82-year-old female elder person as she transitioned from the family home to an institution that provides long-term assisted care in Trinidad and Tobago. The biographical method gave “voice” to the unique perspectives of the subject on the gains and losses brought about by the change, the precipitating factors that influenced the transition decision, and the opportunities for relationship and spiritual development. Themes generated by the study were: 1) precipitating factors, 2) social support, 3) “the home”, 4) feelings about “the home”, 5) losses and gains, 6) adaptation and coping, and 7) myths about aging. ItemAddressing 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. ItemAn Investigation into the Provision of Quality and Effective Instruction to Students With Suspected Disabilities in a Private Primary School for Special Children in the Port of Spain and Environs District – Trinidad(2015-03-26) La Roche-Samaroo, AnnaThis study investigated six stakeholders’ perceptions regarding the issues in the provision of quality and effective instruction to students with suspected disabilities at a private primary school in Trinidad and Tobago. Data were collected through interviews with a focus group, and individually with six stakeholders comprising one board member, the administrator/principal, three teachers, and one parent. Other data were collected through observations and document analysis. The findings revealed four main issues that impacted the delivery of quality instruction: 1) disconnect between the school system and service providers, including parents; 2) students have a range of disabilities that are difficult to cater to; 3) the lack of trained and qualified staff in the area of special educational needs; and 4) the lack of adequate resource acquisition and allocation. ItemAn Exploration of Deviant Students’ Perceptions of Their Behaviour at a Single Sex Girls’ Secondary School in the St. George East Education District(2015-03-23) Ramroop-Ramnath, JulianaThis study explored four students’ perceptions of their deviant behaviour at an all-girls’ secondary school in Trinidad and Tobago. It aimed to (a) identify the factors that impact students’ beliefs regarding deviant behaviour, (b) explore deviant behaviour as perceived from the perspective of deviants, and (c) examine deviant students’ perceptions of their treatment by teachers. Data were collected through interviews and examination of the students’ records. Among the themes that emerged from the study were: 1) parenting practices, 2) preservation of image, 3) negative teacher attitude, 4) level of maturity, and 5) behaviour norms. The findings showed that while parenting practices and negative teacher attitude were instrumental in shaping the girls’ behaviour, the latter had greater influence.