Browsing by Author "Evans, Hyacinth L."
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Item A framework for designing field experiences in teacher education(Ablex Publishing, 1990) Evans, Hyacinth L.; Katz, L.Item 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 Continuity and change in all-age schools, 1948-88(Institute of Social and Economic Research, UWI, 1996) Evans, Hyacinth L.; Craig, Dennis R.Information for this review of developments in Jamaican all-age schools from 1948 to 1988 was obtained mainly from primary sources such as reports of committees, annual reports of the Ministry of Education, the Census of Jamaica, reports of conferences, supplemented by recollections of teachers, principals, and education officers. It is concluded that the all-age school, which was established in the 19th century for the labouring classes, continues to be patronized mainly by this group and frustrates the aspirations of manyItem Gender socialization in schools and classroomsEvans, Hyacinth L.;The findings presented in this paper were gleaned from two research studies that focused on schooling, classrooms, and teaching. Although the study of gender was not the original intent of either study, gender-related observations were made during the data analysis. The data are organized under two headings in the paper: 1) Beliefs and expectations, and 2) Teacher-student interactionItem Overcoming the problems of learning from field experiences in teacher education(Sep. 1986) Evans, Hyacinth L.;The contrast between the views of the researchers and practitioners as regards field experience for student teachers, that is, classroom experience, is striking. This contrast suggests that field experiences may both be beneficial and problematic. Since field experiences form a significant part of the teacher education curriculum, these contrasting views are a challenge to teacher educators who plan learning experiences for student teachers. They need to recognize the special and unique value of field experiences, to acknowledge the problems inherent in learning from these experiences, and to devise ways to overcome them. This paper addresses some of these issues in two parts. Part I discusses some problems of learning from field experiences with illustrations from research. Part II considers ways in which the problem of learning from experiences can be overcome. It concludes with some solutions and recommendations for teacher educationItem Perspectives on the socialization of the working-class Jamaican child(Sep. 1989) Evans, Hyacinth L.;This article presents a view of research on the socialization of primarily one group of Jamaican children--those whose parents are of working-class origin or are unemployed. After a discussion of the family within the Jamaican context, and specifically within this socio-economic group, the research is presented under three main headings: 1) the physical/social setting, 2) parent-child interaction, and 3) values and beliefs. The article then examines the implications of this research for the development of the child, and considers the effectiveness of this socialization in preparing the child for school and for society. It ends with a critical review of the research from the point of view of its coherence and its adequacy for preparing the child for school and societyItem Priorities for research on teacher education in JamaicaEvans, Hyacinth L.;Item Resources for science educators(Faculty of Education, UWI) ; Evans, Hyacinth L.Item Strengthening of secondary education: Phase II - General curriculum: A study of five parishes. Final report to the Government of Jamaica and the United Nations Development Programme(Faculty of Education, UWI, Jul. 1988) Evans, Hyacinth L.;This study sought to obtain information on the curriculum, curricular practices, and related matters in the all-age schools of five parishes in Jamaica-Kingston, St. Andrew, Clarendon, Manchester, and Trelawny. Survey data were obtained from all 165 all-age schools in these parishes, but the ethnographic investigation of curricular practices, innovations, problems, goals, needs, and beliefs was carried out in 10 schools-two in each parish. The study provided comprehensive data on the condition of the schools, and the nature and extent of the teaching and learning, that goes on in them. It also revealed the many sources of contradictions within the system, for example, there is a contradiction between students' and parents' goals and aspirations on one hand, and the curricular offerings on the other; there is a contradiction between the careers desired by students and the possibilities of access to those careers; there is a contradiction between teachers' views of teaching and definition of the teacher's role and the way in which teachers teach. The data indicated that students' lack of meaningful engagement in teaching/learning activities, and indeed their poor achievement in school are attributable to many factors, which can be grouped under three categories: physical and working conditions, teaching strategies, and organizational or school level practicesItem Teacher education in Jamaica, Bahamas and BelizeEvans, Hyacinth L.;Item Teachers' and students' perceptions of teaching, learning and schooling in the all-age school. Final report presented to the Ministry of Education, Kingston, Jamaica(Faculty of Education, UWI, Sept. 1991) Evans, Hyacinth L.;Item The choice of teaching as a career(1993) Evans, Hyacinth L.;This study sought to identify the reasons Jamaican teachers chose teaching as a career, and the main factors that influenced this choice. The sample consisted of all the 1,989 graduates of 10 teachers' colleges and departments in Jamaica. Data were obtained through the use of a questionnaire and in-depth interviews with a random sample of 20 respondents from 4 of the 14 parishes. The four reasons most frequently mentioned for choice of teaching relate to service or opportunity to contribute to society, love of or desire to work with children, love of teaching or the profession, and the influence of family members or teachersItem The first year of teaching: Teachers' planning and their perspectives on some aspects of teaching(Apr-Sep., 1983) Evans, Hyacinth L.;This paper reports the results of a research study that sought to identify the process of teachers' planning and their perspectives on some aspects of teaching. The 19 teachers who formed the sample were interviewed over a period of 10 months. It was found that in their planning, teachers' thoughts were dominated by the search for novel "activities." The factors that influenced planning were students' ability levels and their preferences for certain activities. In their evaluation of the quality of their teaching, teachers relied on students' achievement and their level of participation or facial expression. The perspectives of these teachers indicated that they were aware of many teaching/learning principles and had formed a multifaceted conception of teaching. However, they did not always take these principles into account when planning for teaching. The implications for the teacher education programme, supervision, and continuing education are outlinedItem The teaching of Standard English to Creole-speaking students. Final report on Operation English(Faculty of Education, UWI) Evans, Hyacinth L.;