Intrepid imperative pedagogy: A phenomenological exploration into the experiences of teachers who teach at Hill Top Government Primary, a low socioeconomic, high crime, urban school in North Trinidad

Thomas-Sealey, Donna2014-01-172014-01-172014-01-17https://hdl.handle.net/2139/21600enPrimary school teachersTeacher attitudesCase studiesUrban schoolsSocioeconomic statusEconomically disadvantagedEducational experienceSuccessTrinidad and TobagoIntrepid imperative pedagogy: A phenomenological exploration into the experiences of teachers who teach at Hill Top Government Primary, a low socioeconomic, high crime, urban school in North Trinidad – The success stories!Other