Learning school improvement through collaboration: An evidence-based model
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Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
School of Education, UWI, St. Augustine
Abstract
This paper reports on a study that explored educational reform in the secondary sector in Trinidad and Tobago (TandT) by analysing the Ministry of Education's policy documents and examining perspectives on the impact of the current reform agenda from the point of view of practitioners: school supervisors, principals, and teachers. A qualitative interpretive research design was used, which employed a range of data collection methods including questionnaires, document analysis, and interviews. The paper argues that a different, more inclusive and participatory approach to leading context-specific school improvement is required for policy initiatives to be successful. An evidence-based model that takes this approach into consideration is proposed. The model, though premised on findings within the TandT context, can be applicable to other contexts.
Description
Table of Contents
Keywords
Educational reform, Secondary education, School improvement, Educational cooperation, Stakeholders, Educational models, Trinidad and Tobago
Citation
James, F. (2014). Learning school improvement through collaboration: An evidence-based model. Caribbean Curriculum, 22, 175–207.