UWISpace Repository :: Browsing by Author "James, Freddy"

Browsing by Author "James, Freddy"

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Creating collective leadership capacity using 21st Century digital tools: A view from the Caribbean
(2016-05) Figaro-Henry, Sandra; Wickham, Lisa; James, Freddy
Does Clinical Supervision Work? The Stories of Two Teachers Empowered to Adopt Student-Centred Teaching Strategies in the Classroom Through a Clinical Supervision Intervention
(School of Education, UWI, 2020) Massiah, Alicia; James, Freddy
This paper reports on an action research study that implemented a clinical supervision intervention with two secondary school teachers in the education district of Victoria in Trinidad and Tobago, to improve their instructional skills in using the Think-pair-share and Jigsaw student-centred teaching strategies in their classrooms. The paper tells the stories of the teachers’ transition from resisting - not seeing the need to change from their teacher-centred strategies - to embracing and valuing student-centred strategies they were exposed to during the intervention. The participants had at least ten years’ teaching experience but no formal initial teacher preparation for teaching. The data collection instruments used were an interview, a Likert scale teaching survey, a questionnaire, reflective journals and observation. Data were analysed by organising and categorising into themes for each research question and constructing teacher narratives from the data. Results of the study illuminated the tensions and contestations the teachers underwent as they perched on the threshold of becoming a different kind of teacher, and how they made the transition. The results also indicated that clinical supervision can improve teachers’ pedagogical and instructional skills, and the use of student-centered teaching strategies can create meaningful learning experiences that can lead to increased student engagement and achievement. The researchers conclude that clinical supervision is an effective professional development mechanism that resonates at the chalkface of education, that is, in the classroom.
An exploration of school improvement theory and practice in secondary schools in Trinidad and Tobago
(2008-09) James, Freddy
This paper explores school improvement (SI) in the secondary school sector in Trinidad and Tobago (TandT), and poses the following questions: 1) What SI initiatives have emerged in the secondary school sector in TandT? 2) What relations can be established between the SI initiatives in the secondary school sector in TandT and international perspectives on theory and practice of SI? 3) What do these relations indicate for improvement in: (a) student outcomes and (b) organizational conditions of school? Data were collected through questionnaires, interviews, and document analysis from a sample of public secondary schools in Trinidad and Tobago. The findings indicate that there is need for change and improvement within the secondary school sector in Trinidad and Tobago. They also indicate that the policies are sound, but implementation is problematic. Stakeholders are overwhelmed with the plethora of initiatives being implemented at the same time. The implementation process is problematic for a number of reasons. The externally driven initiatives are working against rather than with the existing culture in Trinidad and Tobago and in schools. The policy makers are not providing the requisite resources, and support to implement policies effectively. Often teachers are not trained to implement the new curricula and this is affecting teaching and learning in the classrooms. Teachers, principals, and school supervisors are not satisfied that the initiatives are realizing improvement in student outcomes. The findings also indicate that the top-down approach to school improvement in Trinidad and Tobago is not working. Schools would like greater autonomy to formulate and implement their own improvement initiatives with the support of the Ministry of Education. School principals also feel they need more autonomy, especially to recruit their own staff. The reform definitely needs to be revisited and to involve stakeholder participation in decision making from the initiation stage of the improvement effort. Also, contextual and cultural factors need to be given more consideration in the design of policies.
The impact of school violence on secondary victims in selected secondary schools in TandT [PowerPoint presentation]
(2013-07-02) James, Freddy; Glasgow-Charles, Kimberly; Williams, Dianne; Keith, Lyn
Although a wide body of research on school violence exists, much of the work is concentrated within westernized contexts, particularly within the American context, and is focused on: the types of violent behaviours exhibited, the causes of the behaviour, and solutions to reduce the behaviours. Within the local context, research done identifies root causes of school violence and possible solutions. These local studies neither purposely focus on the unmet needs of the secondary victims of school violence nor devise programmes to address the needs of this group of victims. The purpose of the current research is to fill this gap by engaging in a study that examines the impact of school violence on students who are secondary victims, and using their voices to create interventions to improve their school experiences and, as a corollary, their achievement. The research is situated within the fields of criminology and school improvement and the paper presents findings from two schools
The impact of school violence on secondary victims in selected secondary schools in Trinidad and Tobago
(School of Education Publications, UWI, Mona, 2014) James, Freddy; Phillip-Williams, Dianne; Keith, Lyn; Glasgow-Charles, Kimberly
Although a wide body of research on school violence exists, much of the work is concentrated within westernized contexts, particularly within the American context, and is focused on the types of violent behaviours exhibited, the causes of the behaviour, and solutions to reduce the behaviours. Within the local context, research has identified root causes of school violence and possible solutions. These local studies neither purposely focus on the unmet needs of the secondary victims of school violence nor devise programmes to address the needs of this group of victims. This paper reports on research that sought to fill this gap, and presents findings of the first phase of a study that examined the impact of school violence on students who are secondary victims in two schools in Trinidad and Tobago. The research is situated within the fields of criminology and school improvement.
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
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
Leading educational improvement in Trinidad and Tobago
(Taylor and Francis Online, 2010-09) James, Freddy
This Trinidad and Tobago (TandT) is currently undergoing major educational reforms and improvement at all levels of the system. Schools have been given responsibility for implementing changes through the establishment of school-based management. is your abstract School leaders now have the important role of initiating and implementing school improvement, which necessitate new forms of leadership. This raises the question of the leadership capacity and competencies that are required for school leaders to fulfill this role. This article focuses on educational improvement in TandT and its implications for school leadership. The study presented in this article utilized a qualitative interpretive research design employing a range of data collection methods, including questionnaires and interviews. The results of the study confirm a need for developing a new type of school leader who is: better trained, more research oriented; more of a risk taker and more autonomous.
Learning school improvement through collaboration: An evidence-based model
(School of Education, UWI, St. Augustine, 2014) James, Freddy
This paper reports on a study that explored educational reform in the secondary sector in Trinidad and Tobago (TandT) by analysing the Ministry of Education's policy documents and examining perspectives on the impact of the current reform agenda from the point of view of practitioners: school supervisors, principals, and teachers. A qualitative interpretive research design was used, which employed a range of data collection methods including questionnaires, document analysis, and interviews. The paper argues that a different, more inclusive and participatory approach to leading context-specific school improvement is required for policy initiatives to be successful. An evidence-based model that takes this approach into consideration is proposed. The model, though premised on findings within the TandT context, can be applicable to other contexts.
Mobile learning in the 21st century higher education classroom: Readiness experiences and challenges
(2016-05-10) Figaro-Henry, Sandra; James, Freddy
The University of the West Indies (UWI) has signalled its intention to use ICTs to fuel growth in its competitiveness and improvement in the quality and effectiveness of its delivery of higher education services to a wider audience. The university's Strategic Plan 2012-2017 spells out the path to this development and the priorities to achieve its vision. In an effort to be proactive in fulfilling the university's strategic objectives, the UWI School of Education, St. Augustine (UWISOESA) initiated the use of mobile learning technologies via a Bring Your Own Device (BYOD) initiative with some of its students in the Bachelor of Education programme. The mobile technologies literature reports many issues that can impede their effective use during teaching and learning. These issues include the degree of readiness for implementation, safety, security, connectivity, and communication. This paper reports on a study done to determine how students involved in the BYOD initiative experienced the initiative at the UWISOESA. It reports on students' perceptions of the degree of readiness of UWISOESA for BYOD; their experiences and challenges; and how to improve the initiative. The study has implications for regional policy formulation
Quality assurance in teacher education through insider evaluation and stakeholder involvement: A case for programme renewal
(School of Education, The University of the West Indies, St. Augustine, 2016) Yamin-Ali, Jennifer; Herbert, Susan; James, Freddy; Ali, Shahiba; Augustin, Désirée; Phillip, Sharon; Rampersad, Joycelyn
This paper presents a description of a teacher education programme evaluation that was initiated, planned, and executed in an attempt to enhance the quality of the programme’s content, delivery, and impact. The evaluation comprised reports on the perspectives of major stakeholders on whether the Diploma in Education (Dip.Ed.) programme (2004–2009) had met their expectations, and on the benefits and limitations of the programme and its impact on teachers’ practice. Subsequent to the preliminary inquiry into those stakeholders’ perspectives, a more probing approach was applied to the perspectives of Heads of Department, School of Education (SOE) staff, and Ministry of Education officials. The evaluation was guided by Guskey’s (2002) theoretical and conceptual model of evaluating the impact of continuing professional development (CPD) on teachers’ practice, and by the fourth generation evaluation model of Guba and Lincoln (1989). The sample for each phase was either stratified random or purposive. This research is significant in that it provides a model for programme evaluation that focuses on the role of the stakeholder in determining effective practice in teacher education. It also highlights the process of rigorous programme evaluation and renewal through staff engagement.
Quality assurance in teacher education through insider evalutation and stakeholder involvement: A case for programme renewal
(2015-07-15) Yamin-Ali, Jennifer; Herbert, Susan; James, Freddy; Ali, Shahiba; Augustin, Desiree; Philip, Sharon; Rampersad, Joycelyn
This paper presents a description of a teacher education programme evaluation that was initiated, planned, and executed in an attempt to enhance the quality of the programme's content, delivery, and impact. The evaluation was conducted within the framework of academic research, and comprised reports on the perspectives of major stakeholders' (principals, heads of departments, deans, and teachers) on whether the Diploma in Education (Dip.Ed.) programme (2004-2009) had met their expectations; and on the benefits and limitations of the programme and the impact of the programme on teachers' practice. In addition to those stakeholders, data were collected from officials of the Ministry of Education, who are categorized as the client of the School of Education, who is the provider. Subsequent to the preliminary enquiry into those stakeholder perspectives, a more probing approach was applied to the perspectives of heads of departments, SOE staff, and Ministry officials. The final phase of the evaluation involved observation of teachers' classroom teaching and interviews with the top and middle management of those schools. The evaluation was guided by Guskey's (2002) theoretical and conceptual model of evaluating the impact of CPD on teachers' practice, and by the fourth generation evaluation model of Guba and Lincoln (1989). The sample for each phase was either stratified random or purposive. This research is significant in that it focuses on the role of the stakeholder in determining effective practice in teacher education. It also highlights the process of rigorous programme evaluation and renewal through staff engagement.
The school improvement policy context in Trinidad and Tobago
(Taylor and Francis Online, 2013-05-28) James, Freddy
There have been numerous appeals to explore more non-westernized and developing country contexts, (Dimmock, 2000; Harris and Chrispeels, 2006; Mc Mahon, 2006 and Harris, 2009). This paper is a response to those appeals. The study maps the school improvement educational policy contexts of Trinidad and Tobago (TandT), which is a developing country in the Caribbean.. This paper attempts to illuminate on research, which reviewed the development of school improvement particularly in the secondary school sector. It identifies distinct phases of school improvement in TandT and proposes that these phases are linked to significant educational policy development eras within the country. A documentary based research approach that involved the analysis of educational documents and a review of the literature on historical and educational policy was employed. This investigation is significant because it documents the school improvement movement in TandT and provides an understanding of how the country experienced educational change.
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.
Transforming Teachers’ Instructional Practices Through Clinical Supervision: An Action Research Study
(School of Education, UWI, 2018) Williams, Janine; Baksh, Tariq Ali; James, Freddy
The current research being reported on, employed a Clinical Supervision (CS) model as a conceptual framework to design and implement CS interventions to develop teachers’ pedagogical and instructional skills, with three teachers in two secondary schools in Trinidad and Tobago over a six-month period. Data collection methods included: classroom observations, questionnaires, interviews and journals. The findings showed that the CS intervention that focused on building a collaborative and collegial relationship with the teachers, to develop their skills, attitudes and competencies, enabled them to learn and improve their pedagogical and instructional practices within the complex classroom environments. Teachers indicated that the collaborative process allowed them to reflect and improve their practice with assistance and guidance from their supervisors, whom they regarded as mentors. The study is significant as it validates CS as a viable and sustainable teacher CPD strategy.

Browsing by Author "James, Freddy"

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