Caribbean Curriculum

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Browsing Caribbean Curriculum by Author "Abdul-Majied, Sabeerah"

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    "Don't Treat Me Like I'm Bad": Social Competence and Teacher Roles in Young Children's Development at Three Primary Schools in Trinidad
    (School of Education, UWI, St. Augustine, 2010) Abdul-Majied, Sabeerah
    This study shares the perspectives and experiences of members of staff from two established special education institutions in Trinidad and Tobago on the issue of how they are responding to national calls for inclusive education. Methodology within the case study tradition included narrative analysis of responses to open-ended questions, observations, document analysis, and the critical experiences of the co-researchers. Findings reveal resilience as one characteristic displayed by the staff of special schools in addressing inclusive education. There is also a concern about whether social justice is possible with an inherited elitism. Staff identified challenges, which include building and sustaining collaborative relationships, resourcing and utilizing technology for education, culturally responsive teaching, early identification and intervention, and teacher preparation. Recommendations for moving forward include more local and Caribbean-wide practices that address culturally responsive curricula, action research-based interventions, a continuum of professional development systems targeting teacher dispositions, and public mobilization regarding the role of education in social justice
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    Teachers' views of quality teaching/learning at the infant level in a new primary school
    (School of Education, UWI, St. Augustine, 2013) Abdul-Majied, Sabeerah; Cain, Margaret
    This study sought to gain an understanding of the quality of teaching and learning provided at a newly built primary school. This school was intended to provide a setting for high-quality education for young children, and was equipped with modern physical facilities. A qualitative approach was used to obtain teachers' views of the quality of teaching and learning provided at the Infant level of the school. Data were collected through semi-structured interviews. The questions that guided the study were: (a) What are teachers' views about factors that support quality teaching and learning in the Infant Department of a primary school? and (b) What are teachers' views about factors that inhibit quality teaching and learning in the Infant Department of a primary school? The findings indicated that the quality of teaching and learning provided in the Infant level classrooms was influenced by a number of factors related to the home/school connection, critical school support, teacher attributes, and student attributes. New findings about educational change issues that could facilitate quality teaching when moving to a new school setting also emerged