An analysis of teacher, student and parent evaluation of an elementary process-approach curriculum

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This study was designed to assess and analyse parent, student, and teacher evaluation of specific aspects of the curriculum and science teaching in the Trinidad and Tobago primary school system. The effect of teacher involvement in curriculum development on student interest, curriculum effectiveness, and student, parent, and teacher attitude to the curriculum was also examined. Two hundred and fifty parents, 700 students and 300 teachers were randomly selected to respond to questionnaires that assessed: parental involvement, parental perception of student enjoyment, parental opinions of science teaching and its effect on the child, student and teacher interest in the curriculum, student enjoyment, understanding and participation, teacher evaluation, difficulties in teaching the programme, usefulness of teachers' guides, and effectiveness of implementation strategies. The findings indicate that most parents, students, and teachers found the curriculum to be exciting, effective, and interesting. Concerns about science and how to teach science were greatest among teachers with a weak science background. Further inservice training for teachers is necessary to ensure longevity and effectiveness of the curriculum. The data suggest that the nature of the curriculum allows teachers to present a positive and exciting image of science

Annual Meeting of the National Association for Research in Science Teaching, 60th, Washington, DC, 23-25 Apr., 1987
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