Browsing by Author "Glasgow, Joyce Louise"

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    A look to the future in science education in the Caribbean
    (1992) Glasgow, Joyce Louise
    This paper examines some of the issues contributing to the difficulty in developing the ideal science curriculum. It explores the thesis that social relevance is the overarching concern generating these issues, and discusses the current trends in science education in light of this thesis. The possible impact of the Caribbean’s stance in this regard is considered, with special reference to the reciprocal relationship between science and society, economic and social development, competition with world forces, and the preservation and enhancement of resources.
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    The boundaries between Caribbean beliefs and practices and conventional science
    (Office of the UNESCO Representative in the Caribbean, 1999) George, June M.; Glasgow, Joyce Louise
    This monograph presents a summary and analysis of the research in the Caribbean on cultural practices and beliefs and their possible impact/influence on science education, especially in schools. Section 1 provides information on the history and evolution of this research, while Section 2 provides a worldview analysis of traditional beliefs and practices. In Section 3, some of the implications of the research findings and recommendations are presented as they apply to the students, the teachers, and the school curriculum. Finally, some recommendations for future research are suggested. These include: 1) study, documentation, and categorization of the beliefs/sayings on an ongoing basis; 2) analysis of the similarities/differences/congruence between the traditional and scientific understandings/explanations/worldview as it pertains to the various content areas of the beliefs/sayings; 3) design of pedagogical strategies to allow students to understand and, therefore, be able to make choices between the two worldviews, which are both "blueprints" for life; 4) examination of possible teacher education procedures to facilitate the implementation of such pedagogical strategies; and 5) extrapolation of the findings in science-related sayings to research in other disciplines with the aim of obtaining a more holistic societal picture
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    Culturing environmental education in the Caribbean
    (2002) George, June M.; Glasgow, Joyce Louise
    This paper presents a detailed description and analysis of one aspect of the lives of villagers of a coastal Caribbean community--their knowledge of, and interaction with, the marine environment. Using the grounded theory methodology, meanings were extracted from the accounts of how villagers function in the marine environment. These meanings were analysed in light of Stables' (1998) environmental literacy model, which encompasses functional, cultural, and critical literacy. Against this backdrop, suggestions are made for "culturing" formal environmental education in the Caribbean school system, particularly for students from rural coastal communities. It is suggested that the case study presented here is likely to be representative of several Caribbean coastal communities, particularly those that share a common historical background
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    Disaster preparedness in formal education
    (Dec. 1986) Glasgow, Joyce Louise;
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    Enved (Caribbean) 4: Strategies for the training of teachers in environmental education for primary and secondary schools and teacher education institutions
    (UNESCO, 1980) Glasgow, Joyce Louise;
    This publication proposes a scheme for pre- and inservice training of teachers in environmental education at all levels, and suggests strategies for its implementation. A basic teacher training course in environmental education is also presented
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    Environmental education series, no. 5: Module for preservice training of primary school teachers and supervisors
    (UNESCO, 1983) Glasgow, Joyce Louise;
    This publication outlines essential content for environmental education at this level, but more importantly deals with strategies for including this dimension in the curriculum, pedagogical approaches to, and evaluation and management in the classroom of environmental education
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    Environmental education: Curriculum guide for pre-service teacher education in the Caribbean: Upper secondary grades
    (UNESCO, 1994) Glasgow, Joyce Louise
    This documentation is intended primarily for use by teacher educators in teachers’ colleges in the English-speaking Caribbean. In preparation for the development of this module, the existing science and social studies and art and craft curricula for teacher education in some Caribbean countries were analysed, as well as a wide range of Caribbean Examinations Council (CXC) syllabuses including biology, chemistry, physics, integrated science (single award), agriculture (single and double award), home economics, social studies, geography, history, art and craft, and industrial arts. The analyses served both to provide relevant content bases for suggestions for the infusion of environmental education (EE) into the curricula, and to provide information on the areas of content emphasis that might be most usefully supplied in the text. The module is divided into five chapters: Chapter 1 discusses some philosophical considerations dealing with EE and delineates objectives for EE in teacher education generally, and in the present situation in particular; Chapter 2 outlines and gives the basis for the approach to the inclusion of EE in teacher education programmes; Chapter 3 focuses on methodology and learning resources; Chapter 4 deals with some of the planning and evaluation skills students must master in order to become competent teachers; several unit exemplars are also included; Chapter 5 discusses several environmental issues. The document ends with a list of regional resources bases, and a glossary of environmental terms.
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    Environmental education: Curriculum guide for primary and lower secondary grades in the Caribbean
    (UNESCO, 1994) Glasgow, Joyce Louise
    This documentation is intended primarily for use by teachers of children in Caribbean schools at the lower primary grades 1-3 (ages 6-9 years), upper primary grades 4-6 (ages 9-12 years), and lower secondary grades 7-9 (ages 12-15 years). In preparation for its development, the existing curricula for primary and lower secondary levels in four Caribbean territories were analysed, in order to identify content and concepts with a bearing on environmental education (EE) already in the curricula, which would lend themselves to a further input of EE. A detailed summary of the analyses is presents in the appendix. The material is presented in six chapters: Chapter 1 places the material in context; Chapter 2 briefly discusses the approach for implementation of EE in the curricula; Chapter 3 provides background content for the teacher, under the content headings suggested by the analysis of the curricula; Chapter 4 deals with methodology, including ideas on learning resources, Chapter 5 presents the lesson exemplars; and Chapter 6 briefly addresses evaluation in EE. A glossary of environmental terms and a bibliography are also included.
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    Environmental education: Curriculum guide for upper secondary grades in the Caribbean
    (UNESCO, 1994) Glasgow, Joyce Louise
    This documentation is intended primarily for use by teachers at the upper secondary levels of the education system. In preparation for its development several Caribbean Examination Council (CXC) syllabuses were analysed, including those for biology, chemistry, physics, integrated science (single award), agriculture (single and double award), home economics, social studies, geography, history, art and craft and industrial arts. The analyses served to provide relevant content bases for suggestions for the infusion of environmental education (EE) into the curricula, and to indicate the areas of content which might be most usefully supplied in the text. The module is divided into six chapters: Chapter 1 attempts to deal with some philosophical and historical aspects of EE and to outline its aims and objectives; Chapter 2 discusses the basis for the approach to the implementation of EE; Chapter 3 addresses methodology; Chapter 4 addresses learning resources and evaluation of EE; Chapter 5 suggests several lesson exemplars across a variety of disciplines; and Chapter 6 discusses several environmental issues within a content framework. A list of regional resource bases and a glossary of environmental terms are also included.
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    Environmental education: Global concern, Caribbean focus
    (Jan-Apr. 1989) Glasgow, Joyce Louise;
    This article describes the historical background of environmental education in the Caribbean, and summarizes the results of initiatives in the region in formal and nonformal education
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    Food and nutrition in teacher education: A guide for tutors in Caribbean colleges
    (Caribbean Food and Nutrition Institute, 1987) Glasgow, Joyce Louise;
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    Report on the Subregional Workshop on Teacher Training in Environmental Education for the Caribbean
    (Jan. 1984) Glasgow, Joyce Louise;
    Seven working documents, all from the UNESCO-UNEP teacher training series in environmental education were studied. For those in draft form, recommendations for amendments were made. The exchange of information and experiences on the development of environmental education in the Caribbean was also one area of focus
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    Science education and superstition in Jamaica
    (1986) Glasgow, Joyce Louise;
    Level of superstitious belief is seen as one way of registering an individual's readiness to question all things, one of the desirable attributes of scientific literacy. The responses of 643 Grade 9 students to a 20-item scale designed to quantify the level of superstitious beliefs is examined, and the implications for science teaching in schools discussed
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    Science in the Jamaican community: A survey of some aspects of the provisions for training in science
    (1977) Glasgow, Joyce Louise;
    This study investigated: 1) the provisions for training in science in Jamaica, 2) opinion on their efficacy for employment, 3) the factors which operate for the choice of science, and 4) the opportunities for employment in science fields. Data were collected through questionnaires administered to 658 high school and 291 tertiary level students, as well as interviews with 67 employed persons. Results showed that the high schools, especially the boys' grammar schools, provided basic training in the pure fields, while the applied fields were neglected except in the few technical schools. A male bias to the study of physics and a female bias to that of biology was evident. The teacher training colleges also provided basic training in the pure fields, while the technical colleges provided further training in the applied fields. The university provided 'in-depth' exposure in both pure and applied fields, and provided the only encouragement to research. The teaching and public employment sectors allowed for reasonable technical training, but the overall accent was on administration. In the private sector, arrangements for training were poor. The consensus of opinion was that the training in the formal institutions was too academic and not geared to the needs of employment. The main factors operating for the choice of science were "interest," "personal satisfaction," "applicability to everyday life," and "patriotism." The civil service offered opportunities for the widest range of recruitment levels. Openings were most limited in the private sector. Except in teaching, the "scientist's" function was primarily administrative, with only marginal attention being afforded to research
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    Scientific literacy - its meaning and its importance for Jamaica
    (Dec. 1985) Glasgow, Joyce Louise;
    This article explores the meaning of scientific literacy, and the implications of science for functional literacy are discussed. Those features in the Jamaican context that underline the need for increased scientific literacy in the populace are considered at the national level, and at the level of the educational system
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    Scientific literacy in a selected sample of Jamaican grade nine students from New Secondary and All Age schools
    (1981) Glasgow, Joyce Louise;
    This study sought to: (a) devise a method of assessing scientific literacy suitable for Jamaican Grade 9 students, and (b) determine some of the factors influencing the level of scientific literacy among the Ss from New Secondary and all-age schools. Five scales measuring four of the dimensions of scientific literacy outlined in the model by Showalter et al (1974) were administered to a sample of 643 Grade 9 students. Results of the data analysis revealed that: 1) Mental Ability, Motivation, and, to a lesser degree, Reading Ability were the outstanding overall predictors of criterion performance; 2) the stimulation for science provided by home and school backgrounds affected the attainment of scientific literacy more in rural than in urban Ss; 3) urbanization manifested its influence early in the child's life, and with particular reference to the amenities of his primary school locale; 4) school type made no significant difference to Ss' scores on scientific literacy measures; and 5) student sex made no meaningful difference to the performance of Ss
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    Subregional Workshop on Teacher Training in Environmental Education for the Caribbean, July 18-29, 1983, Mona, Jamaica: in cooperation with UNESCO-UNEP Environmental Education Programme; Final report
    (UNESCO-UNEP International Environmental Education Programme, 1983) ; Glasgow, Joyce Louise
    This workshop was intended to: 1) familiarize teacher educators with the contents of the series of teacher training modules in environmental education prepared by UNESCO-UNEP International Education Programme, 2) explore efficient ways and identify institutions for the local adaptation and use of the modules in the Member States, and 3) exchange information and experience on the development of environmental education in the Caribbean
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    Syllabuses with an environmental emphasis in the Caribbean
    (Published for the ISCU Press by Pergamon Press, 1987) Glasgow, Joyce Louise; Baez, A. V.
    This article points to the increased emphasis on environmental concerns in the science syllabi of the Caribbean Examinations Council (CXC). It analyses three of these syllabi and indicates how syllabus requirements and evaluation procedures complement each other in the attempt to infuse an environmental dimension into science at the secondary level in the Caribbean
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    Teachers and environmental education: A Caribbean approach
    (Commonwealth of Learning, 1993) Glasgow, Joyce Louise; Leal Filho, Walter
    This chapter attempts to: (a) show how teachers and environmental education have, in a sense, grown or developed together, each new step building on what had preceded it, quietly, without fanfare, and with little in the way of human, financial, or political support: and (b) assess the present state of the art and to make some suggestions for the way forward. The discussion is presented under four headings: 1) The early years, 2) The 1980s, 3) The present, and 4) The way forward
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    Teaching with your environment in mind
    Glasgow, Joyce Louise;
    This paper examined the trans-disciplinary, activity-oriented, problem-solving, student-centred nature of the exercise, as well as the importance of localizing the curriculum if the approach is to be successful. A module for interpolating the environmental approach into the school curriculum is presented