http://hdl.handle.net/2139/11993 Fri, 24 May 2013 15:50:42 GMT 2013-05-24T15:50:42Z http://hdl.handle.net/2139/13710 Caribbean Curriculum, vol. 19, 2012 Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/2139/13710 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 Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/2139/13709 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 Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/2139/13708 2012-01-01T00:00:00Z http://hdl.handle.net/2139/13707 Tourism education from a relationship management perspective Jameson-Charles, Madgerie This paper adopts a relationship management perspective to examine tourism education in a Caribbean country. It aims to examine the extent to which relationship management can be infused into tourism education. A questionnaire was administered to the employers in hotels, restaurants, and travel agencies on the island to get an idea of the skills they require and their expectations of students' competence upon graduation. Interviews were conducted with other stakeholders in the industry and with education providers to get their views on the level of collaboration that exists between the industry and the educational institution. The results indicated that the employers required a number of industry-specific skills, as well as other employability skills. The employers expressed concerns that students are not adequately prepared for the workplace upon graduation, and that there is a need for collaboration between the industry and the institution to enhance the quality of graduates. The stakeholders suggested that the institution needs to understand the dynamic nature of the industry and to develop a relevant curriculum to cater for their needs. They also suggested that the institution should liaise with the stakeholders to get a greater understanding of the industry's needs so that the curriculum developed would be relevant Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/2139/13707 2012-01-01T00:00:00Z