Published Papers

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Browsing Published Papers by Author "Barrow, Dorian"

Now showing 1 - 4 of 4
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    The Case for Affective Teaching
    (Daily Express, 2007) Barrow, Dorian
    This article recommends that teachers should embrace the notion that teaching to the affect matters. It suggests that affective learning cannot be separated from cognitive learning, and that if teachers accept this and begin to consistently include affective outcomes in their teaching, the more worthwhile the learning will be for students
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    Panyard Science: A 2010 Melody
    (Daily Express, 2006) Barrow, Dorian
    This article suggests that a new teaching paradigm is urgently needed in science education in Trinidad and Tobago if established achievement targets are to be achieved. It suggests a paradigm of teaching that is embracing of more students, more student-centred, inquiry-based, and creative. It proffers the panyard method of education advocated by Lloyd Best, with its unique inclusive approach to teaching and learning, as a suitable model
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    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.
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    Teachers as Professionals
    (Daily Express, 2007) Barrow, Dorian
    This article addresses questions related to teacher professionalism in Trinidad and Tobago, including how teachers are trained to be professional and the extent to which the formal education system in Trinidad and Tobago celebrates and rewards teachers as professionals