A case study of curriculum implementation at a multigrade school in the North Eastern Education District of Trinidad

Abstract

This study sought to explore four teachers' perceptions of curriculum implementation at a small rural multi-grade school in the North Eastern District of Trinidad. It was designed to address the following questions: 1) What knowledge do teachers at the multigrade school have in curriculum implementation? 2) What strategies do teachers at this school use in curriculum implementation and 3) What problems are encountered by teachers at this school in curriculum implementation? Data were collected through interviews and observations. The findings revealed that in multi-grade schools, much emphasis must be placed on the training of teachers, the equipping of schools with resources, and the exposure of teachers to a wide range of strategies and pedagogy that is suitable for curriculum implementation at multigrade schools