Exploring the Beliefs of Elementary School Teachers Currently Implementing the Continuous Assessment Component of the Secondary Entrance Assessment Programme in Trinidad

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dc.contributor.author Maharajh, Mahindranath
dc.date.accessioned 2015-12-22T14:28:29Z
dc.date.available 2015-12-22T14:28:29Z
dc.date.issued 2015-12-22
dc.identifier.uri http://hdl.handle.net/2139/41247
dc.description.abstract Employing 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. en_US
dc.language.iso en en_US
dc.subject Secondary Entrance Assessment examination en_US
dc.subject Continuous Assessment Component en_US
dc.subject Curriculum implementation en_US
dc.subject Primary school teachers en_US
dc.subject Teacher attitudes en_US
dc.subject Case studies en_US
dc.subject Trinidad and Tobago en_US
dc.title Exploring the Beliefs of Elementary School Teachers Currently Implementing the Continuous Assessment Component of the Secondary Entrance Assessment Programme in Trinidad en_US
dc.type Thesis en_US


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