Browsing by Author "Gowrie, George"

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    Current issues in sociology and education
    (DCT Publishers, 1993) Gowrie, George;
    This book is a collection of eight articles on some significant topics and issues in the field of education, including selection, values and moral education, institutional management, and instructional leadership
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    Managing student discipline at the Curepe Junior Secondary School: A pilot research project
    (School of Education, UWI, St. Augustine, 2008) Gowrie, George
    This study is aimed at sensitizing teachers and other key stakeholders, with a view to helping students to manage and improve their discipline at the Curepe Junior Secondary School, using a school discipline model-the Behavioral Evaluation for Students and Teachers (B.E.S.T.) method. Student indiscipline in our schools is one of the major obstacles to effective teaching and learning. The problem has become so alarming that the Ministry of Education commissioned a team from the Centre for Criminology at The University of the West Indies, headed by Professor Deosaran, to identify the main types and causes of delinquent student behaviour in our schools and to develop a discipline model as a guide for teachers. Curepe Junior Secondary School was one of the schools in the sample that assisted the team in developing such a discipline model, which, so far, has not been tested. This study is therefore part of a larger study aimed at allowing students to take charge and manage their own discipline as they strive to cultivate a culture of peace and civility in their schools. This initial phase is a first step in sensitizing all stakeholders-teachers, students, parents, and the wider community-to the process of empowering students to manage their own affairs in the school, especially in the area of discipline
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    Perceptions of school health: A study of selected primary schools in the St. George East Education District of Trinidad and Tobago
    (School of Education, UWI, St. Augustine, 2008) Gowrie, George; Ramdass, Mala; Bowrin, Cheryl; Thomas, Marlene
    This study investigated teachers' perceptions of school health in 18 primary government and government-assisted schools in the St. George East Education District of Trinidad and Tobago. School health issues have emerged as significant factors in promoting effective learning in our school system. Children learn best when they are healthy, safe, and in close and enduring relationships with family, peers, and teachers. Recent research on school health has revealed that healthy schools allow students to make healthier choices and improve their overall academic outcomes. Also, healthy schools influence the development of healthy habits and produce the desired changes in students' health behaviours. Four key health categories-community-school linkages, school environmental factors, administrative and technical support, and student-related issues-were used to ascertain the state of health in our schools and make comparisons among them
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    Pre-service beginning teachers' beliefs, expectations and other teacher preparation issues of the practicum
    (2013-06-24) Gowrie, George; Ramdass, Mala
    This study examined the extent to which there were changes in pre-service teachers' beliefs, expectations and other teacher preparation issues over a four-year period at The University of Trinidad and Tobago (UTT). The study was guided by the conceptual framework of Calderhead and Shorrock (1997)-the personal, critical, academic, practical, and technical orientation-and compared pre-service teachers' reflections on these five components before and after their exposure to the practicum at the university. The participants in the study were 36 pre-service beginning teachers who were never exposed to any teacher training programme. There were 212 males and 24 females whose average age was 24 years. Data were collected through in-depth semi-structured interviews at the beginning and the end of the four-year period. The data analysis identified five categories consistent with the conceptual framework of the study: beliefs and expectations, mentorship support, resource adequacy, content and pedagogical knowledge, and adequate classroom experiences. The findings suggested there were some changes in pre-service beliefs and expectations and other preparation issues. There were also mixed messages from the beginning teachers with regard to adequate resources, mentorship support, and classroom experiences. Recommendations are made for the continuing professional development of these novice teachers
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    The relationship between principal teacher interaction and primary school climate in the St. George East Education Division of Trinidad and Tobago
    (1989) Gowrie, George;
    This study investigated the relationship between teacher and principal behaviour, and the openness of school climate in selected primary schools in Trinidad and Tobago. The study was confined to the school climate profiles developed by Halpin and Croft (1963) and revised by Hoy and Clover (1986). School profiles were based on teacher-teacher and principal-teacher interaction. Teachers' characteristics were described as collegial, intimate, and disengaged. Principals' characteristics were described as supportive, directive, and restrictive. A set of hypotheses and research questions was generated in order to investigate teacher and principal behaviours in open, closed, engaged, and disengaged school climates. A questionnaire was administered to a sample of 29 primary schools. The results indicated that: 1) the majority of schools could not be arranged along the pure model proposed by Hoy; 2) the hypothesis which tested for significant differences in the mean scores representing the Openness Indices for principal and teacher behaviour was partially supported; 3) the hypotheses which tested for significant differences between the mean scores representing teacher and principal behaviour in open and closed schools were supported; 4) there were no significant differences in the mean scores representing teacher and principal behaviour when open and closed schools were compared with the engaged and disengaged school types; and 5) no statistically significant differences were found between the mean scores representing both principal and teacher behaviour in those schools based on variables such as government, government assisted, "prestige" and "non-prestige" schools and principals of different genders