Teachers' concerns about the implementation of authentic assessment: Case study with phenomenological underpinnings

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dc.contributor.authorMunro, Stella
dc.date.accessioned2012-03-15T17:33:21Z
dc.date.available2012-03-15T17:33:21Z
dc.date.issued2012-03-15
dc.identifier.urihttps://hdl.handle.net/2139/12159
dc.language.isoenen_US
dc.subjectCase studiesen_US
dc.subjectStudent evaluationen_US
dc.subjectEducational innovationsen_US
dc.subjectEvaluation methodsen_US
dc.subjectPrimary schoolsen_US
dc.subjectAdoption of innovationsen_US
dc.subjectPrimary school teachersen_US
dc.subjectTeacher attitudesen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleTeachers' concerns about the implementation of authentic assessment: Case study with phenomenological underpinningsen_US
dc.typeOtheren_US

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