A longitudinal study could trace the progress of pupils in a sample of schools where there is the provision of adequate funds, physical resources, well trained teachers, effective leadership, an overall positive school culture and the implementation of LCI. An investigation could be done to ascertain how other contextual factors apart from those highlighted impact the implementation of reform and education in general. It is to be hoped that a commitment to enquiry into the practices and outcomes of LCI, through lines of research such as those outlined above, would sustain a culture of education for learning in Barbados. REFERENCES Adams, P. (2006) Exploring social constructivism: theories and practicalities. 34(3), 243-257. Education, Aldrich, J.E. and Thomas, K.R. (2005) Evaluating constructivist beliefs of teacher candidates. 25, 339-347. Journal of Early Childhood Teacher Education, Alesandrini, K. and Larson, L. (2002) Teachers bridge to constructivism. The 75(3), 118-121. Clearing House, Aldemir, J. and Sezer, O. (2009) Early childhood education pre-service teachers’ images of teacher and beliefs about teaching. Journal of the Faculty of Education, 10(3), 105-122. Altinyelken, H. K. (2011) Student-centred pedagogy in Turkey: conceptualisations, interpretations and practices. 26(2), 137-160. Journal of Education Policy, Alvestad, M. and Duncan, J. (2006) value is enormous-It’s I “The priceless think!” New Zealand preschool understandings of the early childhood curriculum in teachers’ New Zealand- A comparative perspective. International Journal of Early Childhood, 38(1), 31-45.
A longitudinal study could trace the progress of pupils in a sample of schools where there is the provision of adequate funds, physical resources, well trained teachers, effective leadership, an overall positive school culture and the implementation of LCI. An investigation could be done to ascertain how other contextual factors apart from those highlighted impact the implementation of reform and education in general. It is to be hoped that a commitment to enquiry into the practices and outcomes of LCI, through lines of research such as those outlined above, would sustain a culture of education for learning in Barbados. REFERENCES Adams, P. (2006) Exploring social constructivism: theories and practicalities. Education, 34(3), 243-257. Aldrich, J.E. and Thomas, K.R. (2005) Evaluating constructivist beliefs of teacher candidates. Journal of Early Childhood Teacher Education, 25, 339-347. Alesandrini, K. and Larson, L. (2002) Teachers bridge to constructivism. The Clearing House, 75(3), 118-121. Aldemir, J. and Sezer, O. (2009) Early childhood education pre-service teachers’ images of teacher and beliefs about teaching. Journal of the Faculty of Education, 10(3), 105-122. Altinyelken, H. K. (2011) Student-centred pedagogy in Turkey: conceptualisations, interpretations and practices. Journal of Education Policy, 26(2), 137-160. Alvestad, M. and Duncan, J. (2006) “The value is enormous-It’s priceless I think!” New Zealand preschool teachers’ understandings of the early childhood curriculum in New Zealand- A comparative perspective. International Journal of Early Childhood, 38(1), 31-45.
FINAL%20DISSERTATION%20-%20MARCH%202017.docx