Ramsawak-Jodha, Nalini2013-06-242013-06-242013-06-24https://hdl.handle.net/2139/15712Paper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and TobagoBased on the perceived need for information from the developing world about secondary school teachers' perspectives on the factors that contribute to effective classroom practice, this study sought to determine 1) how the factors that contribute to effective classroom practice from the literature correspond with those identified by the PG Diploma in Education (Dip.Ed.) students at the School of Education at the St. Augustine Campus of The University of the West Indies; 2) whether there are differences in perceptions about the factors that contribute to effective classroom practice with respect to (a) age, (b) gender, (c) environmental context, and (d) subject taught; 3) whether teachers' perspectives of the factors that contribute to effective classroom practice differ after they complete the Dip.Ed. programme; and 4) the relationship among the factor groupings that contribute to effective classroom practice. A questionnaire was used to collect data from the 86 (20 male and 66 female) in-service teachers enrolled in the Dip.Ed. in 2010. Results of the data analysis suggest that the factor groupings are different to the original ones suggested. No significant differences in perceptions appear to exist. Further analysis is being carried outenTeacher effectivenessSecondary school teachersClassroom techniquesStudent teachersStudent attitudesDiploma in Education ProgrammeSchool of Education, UWI, St. AugustineConference papersTrinidad and TobagoPresentation