The School Improvement Policy Context in Trinidad and Tobago

Autor/in	James, Freddy
Titel	The School Improvement Policy Context in Trinidad and Tobago
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 3, S.469-485 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-5124
DOI	10.1080/09243453.2013.788522
Schlagwörter	Foreign Countries; Educational Improvement; Educational Policy; Context Effect; Investigations; Educational Practices; Educational Development; Elementary Secondary Education; Graduation Rate; Educational History; Public Schools; Nationalism; Teacher Education; Politics of Education; Special Needs Students; Educational Administration; Equal Education; Educational Change; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Untersuchung; Bildungspraxis; Bildungsentwicklung; History of education; Bildungsgeschichte; Public school; Öffentliche Schule; Nationalismus; Lehrerausbildung; Lehrerbildung; Educational policy; Sonderpädagogischer Förderbedarf; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Trinidad und Tobago
Abstract	There have been appeals within the educational change (EC) and school improvement (SI) literature for research to explore more non-westernized and developing country contexts (Dimmock, 2000; Harris, 2009; Harris & Chrispeels, 2006; McMahon, 2006). This article is a response to those appeals. The study maps the SI educational policy contexts of Trinidad and Tobago (T&T), a developing country in the Caribbean from 1850 to 2010. Literature on EC and SI within this country and region is sparse. This article illuminates on research which reviewed the development of SI particularly in the secondary school sector. It identifies distinct phases of SI in T&T and proposes that these phases are linked to significant educational policy development eras within the country. A documentary-based research approach was employed. This investigation is significant because it documents the SI movement in T&T and provides an understanding of how the country experienced educational change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10