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<title>An Action Research Study Aimed at Designing and Implementing an Innovative Unit of Instruction Within the Context of Developing Innovative Thinking Skills Among Primary School Students</title>
<creator>Dalrymple, Karen</creator>
<subject>Case studies</subject>
<subject>Primary school students</subject>
<subject>Primary school teachers</subject>
<subject>Action research</subject>
<subject>Primary school curriculum</subject>
<subject>Thinking skills</subject>
<subject>Instructional innovation</subject>
<subject>Instructional effectiveness</subject>
<subject>Trinidad and Tobago</subject>
<description>Employing an action research approach, this study investigated the effectiveness of the implementation of a unit of instruction that combined the design thinking approach and the new primary curriculum at a primary school in Trinidad and Tobago. Data were collected through the researcher’s journal, student-generated work, and observations of nine Infant-level students during the implementation of the unit. Analysis of the data revealed 10 factors that posed challenges to the implementation of innovative thinking in the classroom, including: 1) teacher training, 2) teacher confidence, 3) teacher’s belief about students’ ability, 4) postcolonial philosophy, 5) learners’ traits and 6) teacher’s misconceptions.</description>
<date>2015-11-02T21:02:38Z</date>
<date>2015-11-02T21:02:38Z</date>
<date>2015-11-02</date>
<type>Thesis</type>
<identifier>http://hdl.handle.net/2139/41190</identifier>
<language>en</language>
</dc>
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