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School Culture, Effectiveness and Low SES in Trinidad: A Multiple Case Study Diagnosis of an Excelling, a Mostly Effective, and an Underperforming Primary School

School Culture, Effectiveness and Low SES in Trinidad: A Multiple Case Study Diagnosis of an Excelling, a Mostly Effective, and an Underperforming Primary School

Rinnelle Lee-Piggott
Copyright: © 2017 |Pages: 47
ISBN13: 9781522517009|ISBN10: 1522517006|EISBN13: 9781522517016
DOI: 10.4018/978-1-5225-1700-9.ch009
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MLA

Lee-Piggott, Rinnelle. "School Culture, Effectiveness and Low SES in Trinidad: A Multiple Case Study Diagnosis of an Excelling, a Mostly Effective, and an Underperforming Primary School." Assessing the Current State of Education in the Caribbean, edited by Charmaine Bissessar, IGI Global, 2017, pp. 195-241. https://doi.org/10.4018/978-1-5225-1700-9.ch009

APA

Lee-Piggott, R. (2017). School Culture, Effectiveness and Low SES in Trinidad: A Multiple Case Study Diagnosis of an Excelling, a Mostly Effective, and an Underperforming Primary School. In C. Bissessar (Ed.), Assessing the Current State of Education in the Caribbean (pp. 195-241). IGI Global. https://doi.org/10.4018/978-1-5225-1700-9.ch009

Chicago

Lee-Piggott, Rinnelle. "School Culture, Effectiveness and Low SES in Trinidad: A Multiple Case Study Diagnosis of an Excelling, a Mostly Effective, and an Underperforming Primary School." In Assessing the Current State of Education in the Caribbean, edited by Charmaine Bissessar, 195-241. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1700-9.ch009

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Abstract

This chapter presents a cultural diagnosis of three schools of differing effectiveness states – ‘excelling', ‘mostly effective' and ‘under academic watch' within Trinidad, which face socio-economic challenges. It utilizes a multi-method, multiple case study approach and presents an adapted conceptualization of school culture, which is used as an analytical framework to diagnose the professional orientation of teachers within the cultures of the participating schools. Findings reveal that teachers' professional orientation, particularly their dispositions and psychological states, are critically important to many aspects of schooling, including students' orientations and their academic performance and achievement.

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