UWISpace Repository

Welcome to UWISpace, The University of the West Indies Institutional Repository for Research and Scholarship

This archive was established by the UWI Libraries to support the dissemination of knowledge by providing open access to the digitally preserved intellectual output of the University. Here we aim to collect together in one place the research and scholarship of members of the UWI community. UWISpace provides a platform for the collection, organisation, access and preservation of scholarly information in digital formats.

Departments and individuals wishing to deposit their research material in the UWISpace archive can email the administrators, or phone (868) 662 2002, Exts. 84419, 82241, 82215 at The Alma Jordan Library, St. Augustine Campus, Trinidad and Tobago.

Courtesy: The Caribbean Charts and Engravings Circa 1555-1818. The Alma Jordan Library. The University of the West Indies, St. Augustine, Trinidad and Tobago.

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Recent Submissions

Item

Same or Different? TEST A Qualitative Investigation of In-Service Science and Physical Education Teachers’ Perceptions of Differentiated Instruction

(Journal of Education and Development in the Caribbean, 2018-04) Herbert, Susan; Kalloo, Rowena; Kitsingh, Kenny; Rudder, Patsy-Ann; Barrow, Dorian

In an increasingly inclusive educational environment in which Caribbean governments have signalled their commitment to Education for All, teachers are expected to respond to students’ diversity through differentiated practice. There has been no empirical research about the response of practicing teachers involved in the UWI Diploma in Education programme to differentiated instruction. During the 2016/2017 academic year, forty science and physical education teachers were exposed to a session on differentiated instruction and were asked to plan and enact a lesson for differentiation and to reflect on the experience. This qualitative case study reports on the findings of teachers’ perceptions of a differentiated approach to lesson planning and enactment. Qualitative data collection included lesson plans and written reflections on the lesson. Analysis of the data revealed that the majority of teachers differentiated by process and that none of the teachers differentiated by content. Analysis of teachers’ reflections revealed themes related to the inputs, outcomes, and challenges of planning for and enacting differentiated lessons. The implications of the findings are discussed.