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dc.titlePreschool Classroom Quality in Trinidad and Tobago
dc.contributor.authorCruz-Aguayo, Yyannu
dc.contributor.authorFuertes, Nicolás
dc.contributor.authorRieble-Aubourg, Sabine
dc.contributor.authorSchodt, Sara
dc.contributor.orgunitSocial Sector
dc.coverageTrinidad and Tobago
dc.date.available2019-09-09T00:00:00
dc.date.issue2019-09-09T00:00:00
dc.description.abstractIn this project we analyze data for 82 preschool centers in Trinidad and Tobago where teachers were assessed using the CLASS. The results show that teachers are performing well in the Emotional Support and Classroom Organization domains, but they need to improve the type of interactions that are score in the Instructional Support domain. These results are consistent with the ones found in previous studies, particularly in Ecuador and the United States.
dc.format.extent14
dc.identifier.doihttp://dx.doi.org/10.18235/0001864
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Preschool_Classroom_Quality_in_Trinidad_and_Tobago_en.pdf
dc.language.isoen
dc.mediumAdobe PDF
dc.publisherInter-American Development Bank
dc.subjectEducation Quality
dc.subjectChild Development
dc.subjectEducational Evaluation
dc.subjectSocio-Emotional Skill
dc.subjectEducational Evaluation
dc.subjectPreschool Education
dc.subject.jelcodeI24 - Education and Inequality
dc.subject.jelcodeI21 - Analysis of Education
dc.subject.keywordsteacher quality; classroom
dc.typeTechnical Notes
idb.identifier.pubnumberIDB-TN-01753
idb.operationRG-K1324
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