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

Jamaican College Administrators’ Perceptions of Providing Accommodations for Students with Disabilities
(Walden University, 2023-11) Anderson, Tracey Ann
The problem that was explored in this study was that many students with learning disabilities are enrolled in Jamaican teachers’ colleges but were not provided with accommodations. The purpose of the study was to determine the perceived and barriers that Jamaican college administrators experience in facilitating the accommodation of students with disabilities. The conceptual framework for this study was social exclusion theory, which helped analyze the insufficiencies in integrating persons with disabilities. The research questions addressed Jamaican college administrators’ perceptions of barriers in providing accommodations for students with learning disabilities. A basic qualitative design was used for this study. Data were collected via face-to-face semi-structured interviews with 10 college administrators. Data were analyzed using open and axial coding and thematic analysis. The findings revealed that although administrators facilitate students with learning disabilities through reduced class sizes, examination modification, and monitoring structures, barriers exist that limit their ability to meet their needs adequately. This study may contribute to social change as the findings will help Jamaican college administrators reflect on current practices to facilitate students with learning disabilities.
Inclusion in Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, and Concerns
(Walden University, 2017) Samms, Jillian
Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura’s social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived school climate, pedagogical beliefs, extent of inclusion training, attitudes to inclusion, and teachers’ ratings of self-efficacy for inclusive practices. The study also examined whether there are differences in attitudes and concerns about inclusion by grade level taught (upper school versus lower school). Data were collected from 191 primary education teachers via questionnaires in public, private, rural, and urban schools in 3 parishes in Jamaica. Multiple regression analysis revealed significant findings for some of the variables. Constructivist teaching, extent of inclusion training, attitudes and concerns about inclusion, and traditional teaching were found to have a positive predictive relationship with self-efficacy for inclusive practices. Additionally, a perceived negative school climate was found to decrease self-efficacy for inclusive practices. Attitudes and concerns were examined by grade level; however, one way ANOVA revealed no significant findings. This research is significant as the implications for social change include using the results as a guide for system-wide improvement of the educational system in line with international standards on in inclusive education.
The Education of Boys: Experiences of Secondary School Leaders in Central Jamaica
(2020-05) Robinson, Cleveland
Education is widely regarded as the engine of personal development and is fundamental in shaping the social trajectory of the society. Conversations about the response of boys to education over recent decades have highlighted worrying concerns. Persistent low achievement of boys in school appears to be concurrent with negative social behaviors of under-educated young men in the society. It is recognized that improvement in boys’ development, performance and educational outcomes at the school level has the potential to contribute to healthy engagement by boys in their community and nation. The purpose of this qualitative study is to understand the experiences of school leaders in facilitating the education of boys and to analyze those experiences to address the problems of boys’ achievement. The study also sought to understand the dimension of leadership efficacy relative to the education of boys in Jamaica. The researcher examined the Attribution Theory to understand how beliefs about boys’ education and the efficacy of school leaders may affect the ways boys behave and become motivated to achieve. Although the Attribution Theory provides some guidelines about the causality of the degree of achievement among boys, this theoretical frame alone is insufficient in providing a full understanding of the range of experiences encountered by school leaders in facilitating boys’ education. Four fundamental question guided this study: (a) to what factors do school leaders attribute boys’ achievement? (b) How do school leaders respond to key artifacts attributable to the education of boys in secondary schools in Central Jamaica? (c) What do school leaders do in response to those factors believed to attribute to boys’ achievement? (d) How effective do school leaders think their responses are to factors attributable to boys’ achievement ?ii Responses to these questions were provided by three categories of school leaders (Principal, Guidance Counsellor and the Head of Department for Languages) totaling twelve respondents across four schools, who responded to a structured one-on-one interview. The interviews were audio-taped, then transcribed and manually coded for thematic analysis and discussion. The findings of the study points to the importance of supportive environments to boys’ achievement. This includes providing home and school environments that are welcoming and supportive; display of understanding and appreciation by school leaders of sociological factors impacting boys; and the provision of mentorship and motivation by school leaders. With regard to key artifacts of boys’ education, school leaders have rated teaching plans highly, and also point to significant gaps relating to curriculum relevance for boys. Additionally, the findings illustrate that the factors school leaders consider as most impactful on boys’ education are the ones they have greatest control over (e.g., quality of teaching, curriculum structure and relevance). Finally, the findings also point to the notion that efficacy of school leaders in responding to factors attributable to boys’ achievement is heavily skewed in favor of curriculum and instruction, and professional development support given to teachers. Analysis of the findings reveals key implications for practice. First, there is the need to plan deliberately for boys: organize a dedicated resource pool; enhance practical programs and organize welfare and motivation support. Second, approaches to teaching must be explored, to include appropriate strategies for engaging boys; incorporate differentiated instruction and provide adequate co-curricular support that are attractive. Third, collaboration with other interest such as external stakeholders: Parent Teachers iii Association, Alumni and the corporate sector helps to build structures to enhance boys’ experiences at school. Fourth, giving attention to curriculum structure and relevance is regarded by school leaders as vital for the productive engagement of boys. Such attentiveness allows for improvement to curriculum implementation and monitoring; and improve quality of learning environment, aesthetically and psycho-socially. Additionally, implications for research includes: (a) the exploration of a variety of modalities to generate best practices for engaging boys; (b) the conduct of case studies to determine connections between school leadership and the levels of educational achievement. Key recommendations associated with the research questions include: having shared policy on the issue of boys’ education; conduct action research to determine best pedagogical practices; strengthen communication with parents and external stakeholders; and contextualize the curriculum to ensure relevance to boys. Achievement of these through deliberate actions, will augur well for boys’ educational development.
Significant technical advances in broadband seismic stations in the Lesser Antilles
(European Geosciences Union) Anglade, A; Lemarchand, A; Saurel, J.-M; Clouard, V; Bouin, M. P; De Chabalier, J.-B; Tait, S; Brunet, C; Nercessian, A; Beauducel, F; Robertson, R; Lynch, L; Higgins, M; Latchman, J
In the last few years, French West Indies observatories from the Institut de Physique du Globe de Paris (IPGP), in collaboration with The UWI Seismic Research Centre (SRC, University of West Indies), have modernized the Lesser Antilles Arc seismic and deformation monitoring network. 15 new, permanent stations have been installed that strengthen and expand its detection capabilities. The global network of the IPGP-SRC consortium is now composed of 20 modernized stations, all equipped with broadband seismometers, strong motion sensors, Global Positioning System (GPS) sensors and satellite communication for real-time data transfer.
Phreatic activity and hydrothermal alteration in the Valley of Desolation, Dominica, Lesser Antilles.
(Springer Science+Business Media) Klaus, M; Scheu, B; Yilmaz, T; Montanaro, C; Gilg, H.A; Rott, S; Joseph, E.P; Dingwell, D.B
Phreatic eruptions are possibly the most dramatic surface expressions of hydrothermal activity, and they remain poorly understood. The near absence of precursory signals makes phreatic eruptions unpredictable with respect to both time and magnitude. The Valley of Desolation (VoD), Dominica, located close to the Boiling Lake, the second largest high-temperature volcanic crater lake in the world, hosts vigorous hydrothermal activity with hot springs, mud pools, fumaroles, and steaming ground. A phreatic or phreatomagmatic eruption from this site is considered to be the most likely scenario for future volcanic activity on Dominica. Yet there is little information regarding the trigger mechanisms and eruption processes of explosive events at this active hydrothermal center, and only a very small number of studies have investigated hydrothermal activity in the VoD. We therefore conducted two field campaigns in the VoD to map hydrothermal activity and its surficial phenomena. We also investigated alteration processes and their effects on degassing and phreatic eruption processes. We collected in situ petrophysical properties of clay-rich unconsolidated samples, and together with consolidated rock samples, we investigated the range of supergene and hydrothermal alteration in the laboratory. In addition, we performed rapid decompression experiments on unconsolidated soil samples.