Browsing by Author "Brandon, E. P."
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Item A note on the format of Ennis' multiple-choice tests of deductive reasoning competence(1992) Brandon, E. P.;In his pioneer investigations of deductive logical reasoning competence, R.H. Ennis used a multiple-choice format in which the premises are given, and it is asked whether the conclusion would then be true. In the adaptation of his work for use in Jamaica, the three possible answers were stated as "yes" (it must be true), "no" (it can to be true based on what you are told), and "maybe" (it may be true or false). In the original investigations, the results were of no consequence for those tested, but in Jamaica the questions have been part of examinations of importance to the subjects. For this reason, the possible effect of question format was investigated by replacing "maybe" with "not necessarily." Results with 537 subjects in 1990 (using "maybe" test answers) and 474 subjects in 1991 (using "not necessarily" test answers) indicate that the change of format makes no difference to 18 valid items, but results in significant differences in response pattern for 13 of 18 invalid items, with more correct responses in most casesItem Becoming reflective during field experiences(Faculty of Education, UWIMona, Jamaica, 1988) Evans, Hyacinth L.; Brandon, E. P.The study reported here was originally undertaken in order to examine a recently introduced model of teaching, the most salient feature of which was the lack of a formal role for the classroom teacher. In this paper, the data are re-analysed to consider their potential for fostering reflectivity. The data are taken from a larger study of a four-week practicum engaged in during the second year of a three-year teacher education programme in Jamaica. Information is provided on the structure of student teaching, and the characteristics of the placement site. The research design and the method of data collection and analysis are described. The findings are presented and the ways in which this model fosters and hinders reflection are discussedItem Expectations for teacher education - Different perspectives(Faculty of Education, UWI, 1991) Brown, Monica M.; Brandon, E. P.This study identified four groups with a stake in the nature and effectiveness of teacher education programmes: 1) principals and vice-principals of schools, 2) student teacher, 3) college principals and lecturers, and 4) education officers. Each of these stakeholder groups defines the functions of teacher education programmes on the basis of perspectives derived from their own roles and responsibilities. The study sought to discover their expectations of teacher education programmes; to compare expectations across groups, and to consider implications for programme planning. Data were obtained from questionnaires administered to a sample of respondents from each of the groups. The results of the data analysis are presented under three main headings: 1) Image of the teacher, 2) Expectations for various aspects of the programme, and 3) Expectations for the outcome of the programme. The study found that expectations of the four groups showed similarities and differences, inherent contradictions, and a certain lack of realism. Teacher educators need to address these differences and contradictions, and determine how they can be taken into account in programme planningItem From research to reflective teaching(Faculty of Education, UWIMona, Jamaica, 1988) ; Brandon, E. P.The papers in this collection all explore ways in which research can be directed to improving practice, thereby bridging the gulf that has long separated researchers and educational practitioners. There are four papers that stress methodological issues, while dealing with a wide range of social interaction in schools; followed by four papers dealing with aspects of the training of teachers and administrators that move more and more in the direction of reflective practice. The volume concludes with a detailed formulation of the argument for self-critical teachingItem Gender differences in educational achievement(Faculty of Education, UWI, 1991) Morris, Jeanette; Brandon, E. P.This study examined Caribbean Examination Council (CXC) examination results for 30 subjects at General Proficiency in 1987, and 33 in 1988 and 1989. Entry statistics were examined to determine whether gender was a significant factor in subject choice among students. The results, according to grade, were examined by subject area to determine whether significant differences in achievement existed between boys and girls. Results of the data analysis showed that females dominated 21 subject areas clustered in the humanities, business subjects, selected craft areas associated with domestic pursuits, and a few science subjects, particularly the biological sciences. Male entries dominated in the sciences and technical areas. The distribution of Grades 1 and 2 reflect these same differences. A higher percentage of females obtained Grades 1 and 2 in those subject areas in which female entries predominated, and a higher percentage of males obtained Grades 1 and 2 in the technical areas and physical sciencesItem Jamaican teachers and deductive logicBrandon, E. P.Item Logical reasoning as a curriculum area in schools(Institute of Social and Economic Research, UWI, 1996) Brandon, E. P.; Craig, Dennis R.This chapter identifies the need for improved reasoning ability among students in the Caribbean, with particular reference to the Jamaican school context, and suggests some possible courses of action for curriculum developersItem Logical reasoning as a curriculum area in schoolsBrandon, E. P.Item Item Proceedings of the 1990 Cross-Campus Conference of Education(Faculty of Education, University of the West Indies, 1991) Brandon, E. P.; Nissen, P. N.This volume contains versions, in most cases minimally edited, of papers submitted to the conference, the general theme of which was “Primary and Secondary Education in the Caribbean: Policy and Practice.” The papers are organised into four sections: Section 1, which includes the keynote address contains a selection of papers reporting aspects of actual practice in the school systems of the English-speaking Caribbean; Section 2, contains mainly descriptive and analytical papers with an international (mainly British) perspective on some issues addressed at the conference; Section 3 contains peppers whose main concern is to advocate new policies or approaches to a variety of topics; Section 4, looks at group interaction, literary acquisition, developmental assessment, roles, learning disabilities, the school library, morals and values and curriculum inquiry. Within each section, the papers are arranged alphabetically by author.Item Research on reflexive teaching: The design and implementation of a postgraduate educational administration course(Faculty of Education, UWI, Jan-Apr., 1988) Harvey, Claudia; Brandon, E. P.An attempt was made to design a postgraduate course in educational administration in which the participants would engage in conscious reflection on their own teaching/learning and administrative behaviour on the course. This report describes the emergent instructional process of the course. Seven students and two tutors engaged in an attempt to use theory and research findings to widen their perspectives on educational administration and to use these widened frames of reference to reflect on and improve practice, beginning with improving behaviour on the course itself. There were indications that this attempt at praxis worked to some extentItem The deductive logical competence of nongraduate Caribbean teachers(ERIC Documentation Service, 1990) Brandon, E. P.;Data on some aspects of the deductive logical competence of non-graduate teachers in the English-speaking Caribbean, primarily Jamaica, are reported in this document. The teachers sampled were those who sat for entrance examinations for The University of the West Indies (UWI), Mona, Faculty of Education's Bachelor of Education and Certificate of Education programmes from 1985 to 1989. The investigations conducted were based on the extensive work carried out in the United States by Robert Ennis and his associates. Deductive logic studies those situations in which a given set of statements--the premises--necessitates another set, the conclusion; that is, if the premises are true, then the conclusion has to be true also. Six examples of each formally identified logical principle were given to those being tested. Respondents were held to have mastered a principle if they got at least five of the six questions right. Results did not reflect a satisfactory level of elementary reasoning ability. The findings are presented in 11 detailed statistical tables and 3 appendicesItem Vocational guidance for trainee teachers? Some Caribbean evidence(Mar. 1988) Brandon, E. P.;This article provides evidence from Jamaica and Antigua to show that about half of the trainee teachers in those countries neither wanted nor look forward to a career in teaching. It is argued that their occupational preferences indicate a need for vocational guidance even as they are being trained for teaching