A Comparative Case Study of How Teachers Conceptualize and Operationalize the CAC Process Writing Design at Two Single-Sex Primary Schools

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dc.contributor.authorFortune, Clarance
dc.date.accessioned2015-11-02T20:26:44Z
dc.date.available2015-11-02T20:26:44Z
dc.date.issued2015-11-02
dc.identifier.urihttps://hdl.handle.net/2139/41179
dc.language.isoenen_US
dc.subjectCase studiesen_US
dc.subjectPrimary school teachersen_US
dc.subjectTeacher attitudesen_US
dc.subjectContinuous Assessment Componenten_US
dc.subjectSecondary Entrance Assessment examinationen_US
dc.subjectProcess approach (Writing)en_US
dc.subjectWritingen_US
dc.subjectLanguage artsen_US
dc.subjectEnglishen_US
dc.subjectTeaching methodsen_US
dc.subjectComparative analysisen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleA Comparative Case Study of How Teachers Conceptualize and Operationalize the CAC Process Writing Design at Two Single-Sex Primary Schoolsen_US
dc.typeTexten_US

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