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Browsing Published Papers by Author "George, June M."
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Item An analysis of primary teacher education in Trinidad and Tobago: Multi-Site Teacher Education Research Project (Muster): Country report four(Department for International Development, 2003-03) George, June M.; Quamina-Aiyejina, LyndaThis country report is a synthesis of reports of several sub-studies on primary teacher education in Trinidad and Tobago. The research project was a component of the Multi-Site Teacher Education (MUSTER) Project, coordinated by the University of Sussex Institute of Education. The report details the research procedures adopted, the findings, and discussions on the findings of the various sub-components of the project as executed in Trinidad and TobagoItem The boundaries between Caribbean beliefs and practices and conventional science(Office of the UNESCO Representative in the Caribbean, 1999) George, June M.; Glasgow, Joyce LouiseThis monograph presents a summary and analysis of the research in the Caribbean on cultural practices and beliefs and their possible impact/influence on science education, especially in schools. Section 1 provides information on the history and evolution of this research, while Section 2 provides a worldview analysis of traditional beliefs and practices. In Section 3, some of the implications of the research findings and recommendations are presented as they apply to the students, the teachers, and the school curriculum. Finally, some recommendations for future research are suggested. These include: 1) study, documentation, and categorization of the beliefs/sayings on an ongoing basis; 2) analysis of the similarities/differences/congruence between the traditional and scientific understandings/explanations/worldview as it pertains to the various content areas of the beliefs/sayings; 3) design of pedagogical strategies to allow students to understand and, therefore, be able to make choices between the two worldviews, which are both "blueprints" for life; 4) examination of possible teacher education procedures to facilitate the implementation of such pedagogical strategies; and 5) extrapolation of the findings in science-related sayings to research in other disciplines with the aim of obtaining a more holistic societal pictureItem Culturing environmental education in the Caribbean(2002) George, June M.; Glasgow, Joyce LouiseThis paper presents a detailed description and analysis of one aspect of the lives of villagers of a coastal Caribbean community--their knowledge of, and interaction with, the marine environment. Using the grounded theory methodology, meanings were extracted from the accounts of how villagers function in the marine environment. These meanings were analysed in light of Stables' (1998) environmental literacy model, which encompasses functional, cultural, and critical literacy. Against this backdrop, suggestions are made for "culturing" formal environmental education in the Caribbean school system, particularly for students from rural coastal communities. It is suggested that the case study presented here is likely to be representative of several Caribbean coastal communities, particularly those that share a common historical backgroundItem Exploring the global/local boundary in education in developing countries: The case of the Caribbean(British Association for International and Comparative Education, 2011-05-18) George, June M.; Lewis, TheodoreThis article focuses on education in developing countries in the context of globalization and with specific reference to the Caribbean. It examines the concept of globalization and related concepts, and positions developing countries within this context. It explores the possibility of the creation of a third space where the local and the global can co-mingle and new understandings can emerge. The article argues that although the global/local interface constitutes a zone of tension; it can, in the realm of education, become an area of creative opportunity. It outlines some parameters that can guide the way in which the third space can be shaped when Caribbean and other developing countries are faced with the challenge of accommodating external ideas into local educationItem Science Education for Sustainable Development, Part 2(Daily Express, 2005) George, June M.In examining the potential contribution of science education to sustainable development, Pt. 2 of this article examines science education for future career scientists and seeks to point the way forwardItem Science Education for Sustainable Development, Pt. 1(Daily Express, 2005) George, June M.With respect to sustainable development, Pt. 1 of this paper identifies one potential goal of science education as being the building of human capacity with respect to the management of resources for the betterment of individuals and society. It considers this goal with respect to science education for citizenshipItem Students’ achievement, students’ perceptions and predictors of success: A further look at the National Test of Trinidad and Tobago: [Unpublished] Research report(2014-12-16) George, June M.; Broomes, Orlena; Smith, Peter; Anderson, John O.This research report is based on the 2009 National Test results in Trinidad and Tobago in the subject areas of Language Arts and Mathematics. It is the sequel to an earlier study by Anderson, George, and Herbert (2009), which analysed the 2006 National Test results, also in Language Arts and Mathematics. Both studies sought to analyse educational indicator data comprising results from the National Test for Standard 3 students (aged 9-10 years) in ways that identify relationships of student achievement to factors involving students, schools, and the home. The study was conducted during 2009-2010 and used the results of the 2009 administration of the National Test in Language Arts and Mathematics, as well as questionnaire responses obtained during that period. Statistical analyses included multiple regression analysis. The results indicate that in the 2009 administration of the National Test, girls scored higher than boys in both Language Arts and Mathematics. Generally, both boys and girls in all school types were satisfied with the care and attention they received from both teachers and parents as they engaged in their educational pursuits. The regression analysis results indicate that achievement in Language Arts is positively related to the extent to which students see themselves as competent readers, have a positive attitude towards school and school work, and perceive their teachers as caring about their performance in school work. The predictors for Mathematics achievement were similar to those described above for Language Arts; however, there was a fifth predictor in the model for mathematics—students’ view of mathematics. The results suggest that policymakers need to consider planning for the development of students’ level of satisfaction with their school environment, as well as teachers’ ability to be supportive of and encouraging to their students as possible means of enhancing student performance, at least at the Standard 3 level.Item Towards Educational Quality(Daily Express, 2006) George, June M.Part 1 of this article seeks to analyse the learning process. It argues that students bring both positive and negative experiences to school, and that some of these background dynamics need to be understood if we are to plan well for our students' education and minimize negative outcomesItem Towards Educational Quality(Daily Express, 2006) George, June M.Part 2 of this article seeks to identify some of the aspects of the educational environment that needs to be researched in order to increase the chances of being successful in delivering quality education