2007 Biennial Cross-Campus Conference in Education

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Browsing 2007 Biennial Cross-Campus Conference in Education by Author "Ezenne, Austin"

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    Curbing students' disruptive behaviours in Jamaican secondary schools
    (School of Education, UWI, St. Augustine, 2008) Ezenne, Austin
    In recent years, the media have been reporting an increase in students' disruptive behaviours in secondary schools in Jamaica. These disruptive behaviours are many and varied and are causing serious concerns to all stakeholders in education. Sometimes, teachers show an inability to control students entrusted to their care and, at times, teachers and school administrators contribute to students' disruptions through their own behaviours. Teachers may contribute to students' disruptions by inconsistent rule enforcement, teacher insensitivity, non-compliance with school disciplinary policies, and lack of classroom management skills. School administrators may also contribute to students' disruptions through poor communication and decision-making patterns, poor school-community relationships, and poor curriculum and instructional supervision. Students' disruptive behaviours cannot be totally eliminated in our schools, but since school discipline and safety are linked to students' achievement and security, schools must deal effectively with students' disruptions. Schooling will not be successful unless effective discipline is maintained in the school
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    Enhancing learning through technology innovations: Lessons learned from online and face-to-face learning in postgraduate education at UWI, Mona
    (School of Education, UWI, St. Augustine, 2008) Ezenne, Austin
    This paper is a case study of the academic performance of two groups of postgraduate students. Group A was taught by online mode and Group B by face-to-face method, by the same lecturer, in a master's degree programme in educational administration, at The University of the West Indies (UWI), Mona. The course "Theories of Organizations" is a one-semester course usually offered in the first semester every academic session. The performances of the two groups of postgraduate students were compared in the mid-semester, end-of-semester, and the overall assessments. It was found that the online students performed better than face-to-face students in the mid-semester assessment, while face-to-face students performed better than online students in the final assessment. The final overall results for the course indicated a significant difference in the performance of both groups of students, with the face-to-face group having a better overall performance than the online group. This paper also discussed the problems encountered by both groups of students, other problems identified by the course lecturer, and the implications of all the findings for postgraduate education at UWI and in the Caribbean region