This study investigated the implementation of a garden-based approach to curricula integration at the primary school level in Trinidad and Tobago from the theoretical perspective of Diffusion of Innovations theory. The study first established that the use of a garden-based approach to curricula integration at the primary school level represented an educational innovation. Next, the perceived innovation attributes described by Rogers (relative advantage, complexity, trialability, and observability) were examined. Then, the stages of the innovation-decision process (knowledge, persuasion, decision, implementation, and confirmation) were analyzed. Finally, the major enabling factors that supported the successful implementation of the innovation were determined. Five primary schools experienced the garden-based innovation as a strategy to support thematic and integrated learning. The main findings indicated that the innovation shared common attributes with other innovations and that both positive and negative innovation attributes were present. The study showed that all teachers in the study passed through the first four stages of the innovation-decision process that adopters go through. Findings also suggested that the major enabling factors that support the implementation of this innovation included teacher training, administrative and curricular support, community and parental involvement, and the availability of infrastructure and green spaces. This study showed that the Diffusion of Innovations theory can guide research on innovative pedagogies such as an integrated thematic garden-based curriculum in a Trinidad and Tobago context.

Authors:
Vishal Ramjattan, University of the West Indies, Trinidad and Tobago

About the Presenter(s)
Vishal Ramjattan is a Lecturer at the University of the West Indies in the areas of curriculum, educational foundations and qualitative research

See this presentation on the full schedule – Wednesday Schedule

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