Trinidad and Tobago: Teacher perceptions of broad participation in curriculum planning and development
| dc.Institution | State University of New York at Buffalo | |
| dc.contributor.author | Ashton, Alvin A. | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T17:26:17Z | |
| dc.date.available | 2022-01-18T17:26:17Z | |
| dc.date.issued | 1979 | |
| dc.description | ||
| dc.description.abstract | This study attempts to measure teacher perceptions of their role and that of parents, students, administrators, or curriculum specialists in curriculum planning and development processes. A 20-item questionnaire, which was developed by the investigator to measure the perceptions being studied, was administered to a random sample of 100 primary and secondary teachers. Statistical analysis of the data indicated that, in Trinidad and Tobago, teachers perceive broad participation in curriculum planning and development in a very limited way. Teachers favoured a more active role for themselves in the planning and development of the curriculum, but did not perceive as favourably the involvement of students, parents, and citizens | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | 148 p | |
| dc.identifier.other | 274 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52377 | |
| dc.publisher | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.source | ||
| dc.source.uri | School of Education Library, UWISA - WI RES LB1570 T7 A84 | |
| dc.subject.other | Curriculum planning | |
| dc.title | Trinidad and Tobago: Teacher perceptions of broad participation in curriculum planning and development | |
| dc.type | Ed.D. |