http://hdl.handle.net/2139/11993 2013-06-19T17:25:35Z http://hdl.handle.net/2139/15288 More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time Broomes, Orlena This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing, and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict whether students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data 2013-05-20T00:00:00Z http://hdl.handle.net/2139/13710 Caribbean Curriculum, vol. 19, 2012 2012-01-01T00:00:00Z http://hdl.handle.net/2139/13709 A Caribbean-based model of literacy leadership McAnuff-Gumbs, Michelle; Verbeck, Katherine The study sought to evaluate the extent to which an online course in literacy leadership appropriately trained prospective literacy coaches, already situated in Caribbean schools, to assume roles as literacy leaders in their respective contexts. A secondary aim of the study was to evolve a research-driven model of literacy leadership suited for guiding the training and school-based practice of literacy coaches across the islands of the Caribbean. Having exposed the 60 graduate-level literacy leadership candidates-spanning 10 Caribbean islands-to four research-driven learning modules centred on key attributes and processes of effective literacy-focused schools, the researchers sought to immerse teams of candidates in activities cited in the research as crucial in instituting these attributes and processes in schools. A combination of qualitative and quantitative analysis of problem-based text interactions surrounding these activities, as well as candidates' own post-course ratings of course content was used to answer key research questions. Did candidates gain an overt understanding of what is involved in establishing an effective literacy infrastructure in schools? Was a viable training model used? The research affirms the efficacy of innovations geared at training literacy practitioners online across the islands of the Caribbean 2012-01-01T00:00:00Z http://hdl.handle.net/2139/13708 Is anybody listening? Stakeholders' perspectives on the in-service Diploma in Education Programme at the School of Education, The University of the West Indies, St. Augustine Campus Ali, Shahiba; Augustin, Désirée S.; Herbert, Susan; James, Freddy; Phillip, Sharon; Rampersad, Joycelyn; Yamin-Ali, Jennifer The Diploma in Education (Dip.Ed.) programme at the School of Education of The University of the West Indies (UWI), St. Augustine, provides initial training for teachers employed in the secondary school system in Trinidad and Tobago. In keeping with the tenets and stages of fourth generation evaluation research, stakeholders' perspectives were integral to the process of evaluating the Dip.Ed. programme, which was delivered during the period 2004-2009. Through purposive and stratified random sampling, focus group and individual interviews were conducted with three separate groups of stakeholders: principals, heads of departments, and deans from a sample of schools; and Central Administration officers of the Ministry of Education. Teachers who had graduated from the programme during the period were asked to complete a questionnaire. Data were analysed, using the NVIVO qualitative data analysis software, to determine stakeholders' issues, claims, and concerns. This article reports on these selected stakeholders' perspectives on the programme. Preliminary findings reveal the extent to which the current in-service Dip.Ed. programme meets stakeholders' expectations, and the benefits and limitations of the programme. The implications of the findings for teacher education and reform are discussed 2012-01-01T00:00:00Z