Browsing by Author "Hewitt-Bradshaw, Iris"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    First-year university students’ perspectives and experiences of the flipped classroom strategy in a technology course
    (School of Education, The University of the West Indies, St. Augustine, 2016) Birbal, Roland; Hewitt-Bradshaw, Iris
    Research suggests that the flipped classroom is a successful strategy for enhancing student learning. This qualitative study examined first-year students’ perceptions and experiences of the flipped classroom for the delivery of a technology course at a Caribbean university. The discussion-focused flipped model was used, and data were collected using open-ended questionnaires, focus group interviews, and a review of the Blackboard Course Management System course statistics. The theoretical framework for analysis included Bristol’s (2012) theory of plantation pedagogy; constructivism as espoused by Savery and Duffy (1995); and Bandura’s (1995) theory of self-efficacy. Findings suggest that perceptions and experiences of the flipped classroom strategy were mixed, and students felt challenged by its use. Students participated minimally in online discussions, and few read online resources. Furthermore, classroom discussions were still mostly teacher directed as many students experienced a high level of fear and anxiety with in-class presentations. A reliance on educators as the main source of knowledge persisted, with reluctance by some to assume an independent role in their learning. We conclude that although students generally approved of the strategy, their experiences of schooling in an authoritarian, post-colonial education system challenge its effective use without additional support for students.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Language in local spaces: Using linguistic landscape (LL) to design culturally relevant curricula in Caribbean Creole environments [PowerPoint presentation]
    (2013-07-01) Hewitt-Bradshaw, Iris
    Linguistic landscape (LL) is an emerging multi-disciplinary field that focuses on the significance of words, images and other artifacts represented and displayed in public spaces (Shohamyand Gorter, 2009). Such instances of language use in the environment are related to the people who use and interpret them, and can be the subject of useful inquiry given that LL shapes local language ecology and connects to language attitudes (Landry and Bourhis, 1997). This paper focuses on the potential of LL to raise students' awareness of language displayed in public spaces in Caribbean Creole environments as an aid to language learning. It addresses the question: How can language teachers use linguistic landscape to design culturally relevant instruction? Such an approach allows teachers to use actual and virtual public texts-words, images, sounds-to address educational issues that arise when students' vernacular differs from the official language of instruction. Further, the approach promotes the value of the indigenous as a valid source of knowledge and expression, while expanding the traditional view of language to incorporate multi-literacies as part of the process of language learning. This can encourage the development of more successful language teaching methodologies
  • Thumbnail Image
    Item
    Linguistic landscape as a language learning and literacy resource in Caribbean Creole contexts
    (School of Education, UWI, St. Augustine, 2014) Hewitt-Bradshaw, Iris
    Linguistic landscape (LL) refers to multimodal texts displayed in public places and spaces. It encompasses the range of language use in a speech community. This paper applies aspects of the concept of LL to Caribbean Creole language environments, and discusses a range of texts that can inform teacher classroom pedagogy and the design of teaching resources in language and literacy education. More specifically, the paper explores how public, out-of-school texts can be utilized in school settings to develop students' critical language awareness and increase their communicative competence. It is suggested that increased use of images from the environment in language and literacy instruction has the potential to make the process of language learning more motivating and appealing to Caribbean students.
  • Thumbnail Image
    Item
    Student Voice as Inclusive Curricular Practice in a Technology Course
    (School of Education, UWI, 2023) Birbal, Roland; Hewitt-Bradshaw, Iris; James, Freddy
    Institutions of higher learning often recommend learner-centered pedagogies that cater for student diversity. This article demonstrates how including students’ perspectives in curricular review can help achieve this goal. The study was conducted using action research to monitor and incorporate student voice in the design and delivery of a technology course in a master’s program in teacher education. Drawing on intersecting theories from the field, including equity, inclusion, action research, and student voice research, we used McKernan’s spiral model to reflect on and redesign the course outline across two cohorts. Two phases of interrelated investigations of students’ perceptions and responses to course content, strategies, and assessment methods employed face-to-face interviews, focus group interviews and the student evaluation of teaching (SEOT) survey to provide data for analysis. Students’ perspectives were included in modifications of the course to improve learning outcomes and increase student engagement. The process of eliciting and responding to students’ perceptive and constructive insights allowed an additional source of feedback apart from faculty review. There was increased student satisfaction with the redesigned course across cohorts, with more positive experiences reported. We believe that these results validate the use of action research in higher education to stimulate teacher reflection and engage students in curricular review and change to enhance learning.
  • Thumbnail Image
    Item
    Team teaching at the primary level: Insights into current practice in Trinidad and Tobago
    (School of Education, UWI, St. Augustine, 2006) Cain, Margaret; Hewitt-Bradshaw, Iris
    This qualitative study used the principle of maximum variation to select four teaching teams in primary schools in Trinidad and Tobago, and to investigate the factors that determine the introduction of team teaching, the organization and functioning of the teams, and the perceived benefits and challenges. Data gathered from interviews with the principals and team members suggest that team teaching was usually introduced in response to the needs of the institution, and that principals primarily determined how teams were constituted. School cultures that fostered collaboration and collegiality facilitated the introduction of team teaching, and where the allocation of subject was based on teacher preference or expertise, there were benefits for both students and teachers. Factors at the level of the institution, the class, and the individual influenced the functioning of teams. The findings also indicate a critical need for ongoing assessment of the impact of team teaching arrangements on teaching and learning