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- W976489422 abstract "There is a lack of research within the Trinidad and Tobago context about teaching practices within schools facing challenging circumstances. Furthermore, proponents of the current assessment reform have not considered whether the CAC initiative may compound the challenges teachers in these contexts experience. This study utilized a qualitative case study design that aimed at exploring teachers' experiences implementing the CAC under the difficult conditions they confront at their school. The findings revealed seven major themes: slow teacher buy-in; inadequate front end training: dysfunctional support systems; parental apathy; contextual barriers and ad hoc implementation. These findings suggest that teachers did not buy into the CAC because of deficiencies in training, parental support, and external support systems." @default.
- W976489422 created "2016-06-24" @default.
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- W976489422 date "2017-01-01" @default.
- W976489422 modified "2023-09-27" @default.
- W976489422 title "Teachers' Experiences Implementing the Continuous Assessment Component of the Secondary Entrance Assessment at a Primary School Facing Challenging Circumstances" @default.
- W976489422 cites W1982469351 @default.
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- W976489422 doi "https://doi.org/10.4018/978-1-5225-1700-9.ch006" @default.
- W976489422 hasPublicationYear "2017" @default.
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