A Comparative Case Study of How Teachers Conceptualize and Operationalize the CAC Process Writing Design at Two Single-Sex Primary Schools
Saved in:
Main Author: | Fortune, Clarance |
---|---|
Format: | Texto biblioteca |
Language: | English |
Published: |
2015-11-02
|
Subjects: | Case studies, Primary school teachers, Teacher attitudes, Continuous Assessment Component, Secondary Entrance Assessment examination, Process approach (Writing), Writing, Language arts, English, Teaching methods, Comparative analysis, Trinidad and Tobago, |
Online Access: | http://hdl.handle.net/2139/41179 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Similar Items
-
Stakeholders’ theories of action for the English Language Arts – Writing of the SEA Continuous Assessment Component (CAC)
by: Ramnanan Mungroo, Janet
Published: (2014-01-17) -
Exploring the Beliefs of Elementary School Teachers Currently Implementing the Continuous Assessment Component of the Secondary Entrance Assessment Programme in Trinidad
by: Maharajh, Mahindranath
Published: (2015-11-02) -
Exploring the Beliefs of Elementary School Teachers Currently Implementing the Continuous Assessment Component of the Secondary Entrance Assessment Programme in Trinidad
by: Maharajh, Mahindranath
Published: (2015-12-22) -
Using the Concerns Based Adoption Model (CBAM) to evaluate teachers’ concerns about the CAC in three (3) primary schools in the Caroni Education District
by: Ramoutar-Bhawan, Ancyia
Published: (2014-01-17) -
Using the Concerns Based Adoption Model (CBAM) to Evaluate Teachers’ Concerns About the CAC in Three (3) Primary Schools in the Caroni Education District
by: Ramoutar-Bhawan, Ancyia
Published: (2014-01-17)