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

Fortune, Clarance2015-11-022015-11-022015-11-02https://hdl.handle.net/2139/41179enCase studiesPrimary school teachersTeacher attitudesContinuous Assessment ComponentSecondary Entrance Assessment examinationProcess approach (Writing)WritingLanguage artsEnglishTeaching methodsComparative analysisTrinidad and TobagoA Comparative Case Study of How Teachers Conceptualize and Operationalize the CAC Process Writing Design at Two Single-Sex Primary SchoolsText