Intrepid imperative pedagogy: A phenomenological exploration into the experiences of teachers who teach at Hill Top Government Primary, a low socioeconomic, high crime, urban school in North Trinidad – The success stories!

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dc.contributor.authorThomas-Sealey, Donna
dc.date.accessioned2014-01-17T15:33:17Z
dc.date.available2014-01-17T15:33:17Z
dc.date.issued2014-01-17
dc.identifier.urihttps://hdl.handle.net/2139/21600
dc.language.isoenen_US
dc.subjectPrimary school teachersen_US
dc.subjectTeacher attitudesen_US
dc.subjectCase studiesen_US
dc.subjectUrban schoolsen_US
dc.subjectSocioeconomic statusen_US
dc.subjectEconomically disadvantageden_US
dc.subjectEducational experienceen_US
dc.subjectSuccessen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleIntrepid imperative pedagogy: A phenomenological exploration into the experiences of teachers who teach at Hill Top Government Primary, a low socioeconomic, high crime, urban school in North Trinidad – The success stories!en_US
dc.typeOtheren_US

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