Browsing by Author "Allen, Beryl Millicent"
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Item Gender, methodology and the curriculum process(Jan. 1995) Allen, Beryl Millicent;This article suggests a framework for addressing gender issues in a programme designed to develop history educators. The framework offers a focus on teaching the historical method as a way in which the history education curriculum might deal with the issuesItem History teaching in the Caribbean: Role play as a technique(Institute of Social and Economic Research, UWI, 1996) Allen, Beryl Millicent; Craig, Dennis R.This article seeks to identify a relevant strategy in the use of role play to develop teachers' perceptions of the study of history. It also examines some thinking processes demanded by the study of history and required by the history syllabus of the Caribbean Examinations Council (CXC). The article also attempts to show how role play can expose teachers to the less traditional focus and to influence the change in learnersItem Teaching methodologies for the training of educators for the professions(1985) Allen, Beryl Millicent;This study investigated students in four professional groups (nurses, administrators, managers, and counsellors) and their teachers in order to identify their perceptions of the effectiveness of teaching/learning methods in meeting their personal and course objectives. Data were collected through classroom observation, in-depth interviews, and repertory grids. It was found that: 1) a wide variety of teaching/learning methods was used in the training of professional educators in the selected institutions, and the selection of methods was influenced by a combination of course objectives, learner expectations and characteristics, and teacher competence and espoused philosophy of education; 2) both staff and students across all five case studies held positive perceptions of participatory methodologies and were generally negative towards formal lectures even where they perceived lectures to be appropriate for achieving some cognitive objectives; 3) students identified interaction, negotiation, clearly defined instruction (structured activities), and feedback as essential features of methodology; and 4) the assumption of the humanistic and androgogical models that adult learners are necessarily self-directing was not upheld. It was found that adults not only expected explicit guidance from their teachers but that they needed to be taught to be self-directed learnersItem Towards the professional development of teachers: A Caribbean perspective(1992) Allen, Beryl Millicent; Bogle, Meta E.This paper discusses the operation of a model development by Meta Bogle (1988-89): “A structure for assisting teacher learning and change as self-directed and reflective processes,” which is seen as having the potential for assisting the process of staff development in the Caribbean context. The basic assumption of this model, which aims at developing independent learners and thinkers, is that learners need to be aware of the processes they go through in acquiring content of any kind. Some of the issues and implications involved in managing the procedures attendant on the model are identified.Item What constitutes teaching effectiveness: Management trainees' perspective(1989) Allen, Beryl Millicent;