Browsing by Author "Cain, Margaret"

Now showing 1 - 6 of 6
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    Developing portfolios for integrating teaching, learning, and assessment
    (School of Education, UWI, St. Augustine, 2005) Cain, Margaret; Edwards-Henry, Anna-May; Rampersad, Joycelyn
    This manual has been developed as a basic handbook about portfolios for teachers at all levels of the education system in Trinidad and Tobago, but it is equally relevant for those in other countries of the English-speaking Caribbean. Emphasis is on the development of student portfolios, but some reference is made to teaching portfolios
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    A portfolio training manual: Using the portfolio as a model for training
    (School of Education, UWI, St. Augustine, 2001) Cain, Margaret; Edwards-Henry, Anna-May; Rampersad, Joycelyn
    This manual is structured on a framework of samples of materials produced for, or at, each stage of planning for and implementing a portfolio workshop. These samples of material are presented in a manner that illustrates essential portfolio characteristics such as a stated purpose, reflections, and captions. Much emphasis is laid on the captions that can be used to teach portfolio developers reflective skills, as well as to facilitate reflection on the items selected for the portfolio. Although the main focus of the manual is on the essential features of the portfolio, teaching notes and suggestions for activities are included
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    Teachers' views of quality teaching/learning at the infant level in a new primary school
    (School of Education, UWI, St. Augustine, 2013) Abdul-Majied, Sabeerah; Cain, Margaret
    This study sought to gain an understanding of the quality of teaching and learning provided at a newly built primary school. This school was intended to provide a setting for high-quality education for young children, and was equipped with modern physical facilities. A qualitative approach was used to obtain teachers' views of the quality of teaching and learning provided at the Infant level of the school. Data were collected through semi-structured interviews. The questions that guided the study were: (a) What are teachers' views about factors that support quality teaching and learning in the Infant Department of a primary school? and (b) What are teachers' views about factors that inhibit quality teaching and learning in the Infant Department of a primary school? The findings indicated that the quality of teaching and learning provided in the Infant level classrooms was influenced by a number of factors related to the home/school connection, critical school support, teacher attributes, and student attributes. New findings about educational change issues that could facilitate quality teaching when moving to a new school setting also emerged
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    Team teaching at the primary level: Insights into current practice in Trinidad and Tobago
    (School of Education, UWI, St. Augustine, 2006) Cain, Margaret; Hewitt-Bradshaw, Iris
    This qualitative study used the principle of maximum variation to select four teaching teams in primary schools in Trinidad and Tobago, and to investigate the factors that determine the introduction of team teaching, the organization and functioning of the teams, and the perceived benefits and challenges. Data gathered from interviews with the principals and team members suggest that team teaching was usually introduced in response to the needs of the institution, and that principals primarily determined how teams were constituted. School cultures that fostered collaboration and collegiality facilitated the introduction of team teaching, and where the allocation of subject was based on teacher preference or expertise, there were benefits for both students and teachers. Factors at the level of the institution, the class, and the individual influenced the functioning of teams. The findings also indicate a critical need for ongoing assessment of the impact of team teaching arrangements on teaching and learning