Browsing by Author "Herbert, Susan"

Now showing 1 - 20 of 31
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    The ABC of Violence
    (Daily Express, 2004-02) Herbert, Susan
    This article reflects on the fate of children who exist in conditions of abuse and squalor in their home environment, and who enter the school environment from this background. It provides a list (from A to Z) of the actions endured by these children which result in them becoming violent when there have been either no interventions or when the interventions were unsuccessful. The articles provides suggestions on how educators should respond to such children
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    …and Spiders are not Insects
    (Daily Express, 2003-06) Herbert, Susan
    This article uses a personal experience to illustrate the resilience of students' prior concepts in science education. It suggests that teachers who embrace constructivism as a philosophy of knowledge should continue to elicit students' prior understandings, but also try to help them to become aware of, and understand, the different constructed understandings of phenomena they encounter by deliberately confronting their prior knowledge
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    Building Bridges Between School and Community
    (Daily Express, 2003-02) Herbert, Susan
    This article identifies some of the initiatives undertaken by the Ministry of Education in Trinidad and Tobago in response to calls from the general public for quality education. However, it notes that there appears to be resistance to changes required on the part of the general public, including education practitioners. The paper therefore identifies some underlying beliefs, values, and norms that may be guiding the expectations of stakeholders, and makes suggestions for strategies to address these
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    The culture space in the education classroom [PowerPoint presentation]
    (2013-07-02) Herbert, Susan; Pierre, Phaedra
    Comments that the school curriculum of Trinidad and Tobago is culturally irrelevant to our contemporary students have generated much interest in recent years. Following on research previously conducted with community artists, public figures interested in education, curriculum officers, and tertiary level lecturers, this study focused on the views of teachers at the school level. The paper reports on the process of (i) developing and validating an instrument to determine and understand teachers' views about the culture curriculum nexus; and (ii) using the findings to develop indigenous material for use in primary and lower secondary classrooms. A survey using a Likert-type scale and open-ended questions was distributed to teachers enrolled in various programmes at the School of Education, The University of the West Indies, St. Augustine. Initial responses to the survey instrument indicated that teachers were in general agreement with most of the perceptions about culturally relevant curricula as expressed by stakeholders involved in the first phase of the research, for example, that cultural relevance is reflected in aims and goals, content, and methods of delivery. However, there were some divergent views which were related to whether school type should be a factor in delivering culturally relevant curricula, the need for clarification of the concepts of relevance and cultural relevance, and teacher competence to deliver culturally relevant curricula. These findings informed the development of curriculum materials
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    Dare to Dream? Part 1
    (Daily Express, 2009-01) Herbert, Susan
    The first part of this article reflects on the concept of "dreams," especially as portrayed by popular artistes. It wonders who teaches children to dream, that is, to move above the habits and boredom of daily routines and conceptualize a purpose towards which they can set goals. Because of the residual negative connotations associated with dreams, the article suggests that it is unlikely that teachers will plan deliberately to address students' dreams
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    Dare to Dream? Part 2
    (Daily Express, 2009-02) Herbert, Susan
    The second part of this article identifies the constraints faced by secondary school teachers, in respect of the drive to cover the syllabus and prepare students for final examinations, which may prevent them from teaching their students to dream. However, it suggests that providing support for students when they are brave enough to articulate their dreams, and making deliberate attempts to encourage dreams may result in positive outcomes
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    Data driven decision making: A multisite case study in early childhood centres in Tobago [PowerPoint presentation]
    (2013-07-22) Abdul-Majied, Sabeerah; De Lisle, Jerome; Herbert, Susan; Gayah-Batchasingh, Alicia; McMillan-Solomon, Sabrina; Mohammed, Rhoda; Glasgow-Charles, Kimberly; Thornhill, Ann
    Data-based decision making is a critical part of the education scenario at all levels. Decisions informed by data are likely to be more effective and relevant to the immediate indigenous context. Data-based decision making has become a critical component of effective equity-focused instruction even at the early childhood level. In Trinidad and Tobago, the early childhood care and education (ECCE) provision is designed to foster collaborative data-driven inquiry by teachers. Standards for regulating early childhood services stipulate written policies for curriculum development and assessment that include record keeping, observation and planning. The Ministry of Education also provides documents for record keeping and administrative support for data collection. Teachers in Tobago, however, sometimes report that record keeping is difficult and that they receive little support. This multi-site qualitative case study was therefore designed to investigate the types of data collected, how data were used, and factors that facilitate or inhibit data use practices at three early childhood centres in Tobago. The study is informed by the system-based data use model proposed by Schildkamp and Kuiper (2010). Key findings are that though much data were collected, data use was most effective when school practices were guided by a philosophy that was culturally specific and child-centred. Additionally, seven teacher characteristics that support data-based decision making were identified
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    Is anybody listening? Stakeholders' perspectives on the in-service Diploma in Education Programme at the School of Education, The University of the West Indies, St. Augustine Campus
    (School of Education, UWI, St. Augustine, 2012) Ali, Shahiba; Augustin, Désirée S.; Herbert, Susan; James, Freddy; Phillip, Sharon; Rampersad, Joycelyn; Yamin-Ali, Jennifer
    The Diploma in Education (Dip.Ed.) programme at the School of Education of The University of the West Indies (UWI), St. Augustine, provides initial training for teachers employed in the secondary school system in Trinidad and Tobago. In keeping with the tenets and stages of fourth generation evaluation research, stakeholders' perspectives were integral to the process of evaluating the Dip.Ed. programme, which was delivered during the period 2004-2009. Through purposive and stratified random sampling, focus group and individual interviews were conducted with three separate groups of stakeholders: principals, heads of departments, and deans from a sample of schools; and Central Administration officers of the Ministry of Education. Teachers who had graduated from the programme during the period were asked to complete a questionnaire. Data were analysed, using the NVIVO qualitative data analysis software, to determine stakeholders' issues, claims, and concerns. This article reports on these selected stakeholders' perspectives on the programme. Preliminary findings reveal the extent to which the current in-service Dip.Ed. programme meets stakeholders' expectations, and the benefits and limitations of the programme. The implications of the findings for teacher education and reform are discussed
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    Is anybody listening? Teachers' views of their in-service teacher professional development programme
    (School of Education, UWI, St. Augustine, 2013) James, Freddy; Phillip, Sharon; Herbert, Susan; Augustin, Désirée S.; Yamin-Ali, Jennifer; Ali, Shahiba; Rampersad, Joycelyn
    This paper reports on a segment of a research project that conducted an overall evaluation of the Diploma in Education (Dip.Ed.) programme provided by the School of Education of The University of the West Indies (UWI), St. Augustine for the period 2004-2009. The Dip.Ed. programme provides initial training for teachers employed in the secondary school system in Trinidad and Tobago. The overall study utilized the following models as theoretical and conceptual lenses: Guskey's (2002a) model of evaluating the impact of continuing professional development (CPD) on teachers' practice; and Guba and Lincoln's (1989) fourth generation evaluation model. This paper, which reports on the teachers' perspectives, presents findings on the extent to which the Dip.Ed. programme met their expectations, the benefits and limitations of the programme, and the impact of the programme on their practice. Data from teachers were gathered using an open-ended questionnaire, and were analysed with the NVIVO qualitative data analysis software. The paper considers the implications of these findings for the overall improvement of the Dip.Ed. programme and teacher professional development
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    Learning From Calypso
    (Daily Express, 2003-01) Herbert, Susan
    This article reflects on one of the controversies of the 2003 calyspo season in Trinidad and Tobago with respect to double entendre calypsoes, and relates it to the issue of classroom communication, as well as to self-esteem with respect to national culture. It concludes with the suggestion that calypsoes might be able to teach us a great deal that we can apply to the formal education system, while learning something about ourselves in the process
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    Lessons from Sports and the Arts
    (Daily Express, 2004-05) Herbert, Susan
    This article notes that although the mathematicians, scientists, historians, etc. who created the knowledge that students study in the classroom confronted and responded to challenges and frustrations during their life, their struggles are not recorded and highlighted in the same way as those of sportsmen and artists. It suggests that with the formal school curricula so focused on the products of endeavours, and with little or no attention to the process of creation and to the human persons who create knowledge and strive for excellence, the informal lessons from the sportsmen and artists are invaluable. The paper concludes that we have to correct the mistakes of the past by creating more people-centred schools
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    Lower Secondary Science Teaching and Learning: A Glimpse into the Science Classroom Summary Report
    (School of Education, The University of the West Indies, St. Augustine, 2004) Herbert, Susan; Rampersad, Joycelyn; Akinmade, Christopher
    This is an exploratory study of a sample of 31 lower secondary science classrooms, representing the range of school types within the educational system in Trinidad and Tobago. It sought to answer the following questions: 1) What are teachers intensions when they plan and implement science lessons? 2) Do teachers encounter any problems as they enact the curriculum? 3) What strategies are being used to implement the lower secondary science curriculum? Specifically the study sought to investigate the processes and activities that teachers engage in as they plan for and implement the lower secondary science curriculum, in order to document what was happening ad to offer suggestions for improving practice in lower secondary science education.
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    Lower secondary science teaching and learning: A glimpse into the science classroom
    (School of Education, UWI, 2003-12) Herbert, Susan; Rampersad, Joycelyn; Akinmade, Christopher
    This is an exploratory study of a sample of 31 lower secondary science classrooms, representing the range of school types within the educational system in Trinidad and Tobago. It sought to answer the following questions: 1) What are teachers’ intentions when they plan and implement science lessons? 2) Do teachers encounter any problems as they enact the curriculum? and 3) What strategies are being used to implement the lower secondary science curriculum? Specifically, the study sought to investigate the processes and activities that teachers engage in as they plan for and implement the lower secondary science curriculum, in order to document what was happening and to offer suggestions for improving practice in lower secondary science education.
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    Lower secondary science teaching and learning: An inventory of apparatus and materials
    (School of Education, UWI, 2003-12) Rampersad, Joycelyn; Herbert, Susan
    This is a summary of the results of a survey of the apparatus and materials to support lower secondary science in 54 of the 115 schools that existed at the time the research was undertaken. The sample reflects approximately equal percentages of the various school types. The study sought to obtain an overall picture of the availability and adequacy of resources to support practical work, and to obtain some information about the challenges or problems faced by lower secondary science teachers in their attempts to use or access resources for practical work.
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    Lower secondary science teaching and learning: An inventory of apparatus and materials: Summary report
    (School of Education, UWI, 2004) Rampersad, Joycelyn; Herbert, Susan
    This is a summary of the results of a survey of the apparatus and materials to support lower secondary science in 54 of the 115 schools that existed at the time the research was undertaken. The sample reflects approximately equal percentages of the various school types. The study sought to obtain an overall picture of the availability and adequacy of resources to support practical work, and to obtain some information about the challenges or problems faced by lower secondary science teachers in their attempts to use or access resources for practical work.
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    Negotiating Barriers to Learning, Part 1
    (Daily Express, 2007-12) Herbert, Susan
    Part 1 of this article discusses barriers to learning that are experienced by students, especially those of low socio-economic status, and suggests strategies for negotiating these barriers
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    Negotiating Barriers to Learning, Part 2
    (Daily Express, 2008-01) Herbert, Susan
    Part 2 of this article examines barriers to learning from the teacher's perspective--the barriers that teachers may construct during the interaction between teacher and student
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    The Notebook
    (Daily Express, 2007-01) Herbert, Susan
    This article reflects on the notebook as a tool for learning, and makes suggestions for its use as a learning log, a double-entry journal, or a reflective journal, which could serve for brainstorming or for students to synthesize and document their thoughts and ideas about concepts presented, either through narrative or graphics
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    Of Bullies and Bullying
    (Daily Express, 2003-06) Herbert, Susan
    This article discusses the problem of bullying in schools in Trinidad and Tobago. It attempts to show how Health and Family Life Education (HFLE) policy can be translated into action within a supportive and safe school environment, and serve as one vehicle by which the social and emotional health issues related to the problem of bullying can be addressed proactively