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

dc.creatorFortune, Clarance
dc.date.accessioned2015-11-02T20:26:44Z
dc.date.accessioned2019-08-05T18:00:04Z
dc.date.available2015-11-02T20:26:44Z
dc.date.available2019-08-05T18:00:04Z
dc.date.created2015-11-02T20:26:44Z
dc.date.issued2015-11-02
dc.identifierhttp://hdl.handle.net/2139/41179
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3010540
dc.languageen
dc.subjectCase studies
dc.subjectPrimary school teachers
dc.subjectTeacher attitudes
dc.subjectContinuous Assessment Component
dc.subjectSecondary Entrance Assessment examination
dc.subjectProcess approach (Writing)
dc.subjectWriting
dc.subjectLanguage arts
dc.subjectEnglish
dc.subjectTeaching methods
dc.subjectComparative analysis
dc.subjectTrinidad and Tobago
dc.titleA Comparative Case Study of How Teachers Conceptualize and Operationalize the CAC Process Writing Design at Two Single-Sex Primary Schools
dc.typeText


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