Browsing by Author "Harry, Sharmila"
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Item The eConnect and Learn curriculum change in Trinidad and Tobago: The voice of the teacher [PowerPoint presentation](2013-06-24) Mitchell, Beular; Harry, SharmilaThe eCAL curriculum initiative-one-to-one computing-was introduced into the secondary school system in Trinidad and Tobago in 2010 in an attempt to improve student performance through the infusion of technology into the curriculum. The project is in its third year but, to date, there has been no comprehensive, empirical study on teachers' concerns about the implementation of the eCAL curriculum change. This qualitative case study seeks to examine the concerns of 10 teachers in three different types of secondary schools in the St. Patrick Educational District in Trinidad about the implementation of the eCAL initiative and to explore factors that influence teachers' concerns. The study uses the analytical framework of the Concerns Based Adoption Model (CBAM), with specific focus on the stages of concern dimension. It is anticipated that the findings of this study will help local policymakers and facilitators to develop effective strategies in the realm of curriculum implementation and change. Additionally, the findings will also corroborate the corpus of literature on the management of change and add to the local knowledge base on curriculum implementation theoryItem Teachers' concerns about the CAPE Communication Studies innovation(School of Education, UWI, St. Augustine, 2008) Harry, SharmilaThis paper examines teachers' concerns about the CAPE Communication Studies innovation. Data from two teachers were analysed using the Concerns-Based Adoption Model (CBAM), a theoretical model used to describe and explain the concerns teachers have when implementing an externally mandated educational innovation, in terms of seven developmental stages. The study utilized a qualitative case study design to elicit data. The data collected revealed that, initially, the two teachers had primarily intense self-oriented concerns-Awareness, Informational, and Personal. However, only one teacher expressed concerns, though less intensely at the impact stage-Collaboration. The teachers thus had a conglomeration of concerns but with different degrees of intensity, consistent with the published research literature in the field. Findings also revealed that a lack of administration support, ineffective workshops, and lack of a professional collaborative ethos at the school were factors that impacted on their concerns. The paper further indicates that in an effort to be relevant to teachers who are implementing educational innovations, intervention strategies to facilitate change should address the resolution of the different concerns as they emergeItem West Indian immigrant experience in Canada: a study of selected writings by Austin Clarke(2008-12-02T14:49:02Z) Harry, Sharmila