Browsing by Author "Jameson-Charles, Madgerie"

Now showing 1 - 5 of 5
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    Facilitating parental involvement: From rhetoric to reality [PowerPoint presentation]
    (2013-07-16) Williams-Dalrymple, Veronica; Jameson-Charles, Madgerie
    This paper reports on parents' empowerment, using the concept of appreciative inquiry, that is, the process of transforming and strengthening a system to heighten positive potential of parents (Cooperrider, 1990). It draws on Bronfenbrenner (1979) model of ecological human development, which advances that human beings do not develop in isolation but are influenced by their interactions with their family, home, school, and communities. The paper examines how different ecological systems work together to stimulate parents' social and intellectual capital. Parents, teachers, and principals of two primary schools-one situated in a rural district and the other in a town-participated in this study. The paper examines parents' empowerment in the two very different contexts. It further examines how parents are able to negotiate available systems to become empowered to assist their children in improving their performance. A mixture of focus group sessions, discussions, theatre arts, and audio visual aids was used to encourage both parents and teachers to participate and come up with solutions that would enable them to identify and navigate the systems in their environment to the benefit of their children and charges. Preliminary results suggest that the systems within which the parents operate impact on their involvement
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    In-service teacher efficacy [PowerPoint presentation]
    (2013-07-02) Jameson-Charles, Madgerie; Jaggernauth, Sharon
    This study investigated efficacy perceptions of untrained in-service Diploma in Education teachers. Two cohorts of students (2011/2012 and 2012/2013) were studied to determine whether there were differences in perceptions among students studied. The study investigated whether perceptions of efficacy for n = 326 in-service teachers differed among (a) gender, (b) curriculum concentration, (c) age, and (d) years of service. Part two investigated whether initial perception of efficacy among student teachers changed at the end of their teacher training. Teacher Efficacy scale (Long form) (Tschannen-Moran and Woolfolk-Hoy, 2001) was the data gathering instrument. The first set of questionnaires was administered the first week of training after the lecture on teacher efficacy. The second set was administered at the end of the training. Preliminary results suggested no significant gender differences for perceptions of efficacy. There were statistically significant differences of perceptions of efficacy among curriculum concentration where Mathematics and Science teachers' efficacy was lower than their peers. The data also yield differences for perception of efficacy for years of service. There were statistically significant differences of perception of efficacy based on the age of the students: the younger students' (20 to 30 years) perceptions of efficacy were significantly lower than older students (41 to 59 years). There were also statistically significant differences of perceptions of efficacy based on years of services (0 to 10 years were significantly lower than students with 21 to 30 years of service). Results are discussed in terms of the factors that that may affect teaching efficacy and how to maximize the efficacy of teachers
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    Initial teacher efficacy of in-service secondary teachers in Trinidad and Tobago
    (2016-05-10) Jaggernauth, Sharon Jacqueline; Jameson-Charles, Madgerie
    Teacher efficacy is largely unexplored in Trinidad and Tobago, resulting in a deficit in understanding of teachers' beliefs about their ability to teach. This is important since teachers' beliefs influence how they feel about their work, how they assess and perform teaching tasks, and the educational experiences they provide for their students. This study examined three dimensions of teacher efficacy of secondary school teachers who were newly enrolled in an in-service teacher training programme at a university in Trinidad and Tobago. Teacher efficacy for classroom management, instructional strategies, and student engagement was measured using the Teachers' Sense of Efficacy Scale, and analysed for differences by participants' sex, age, years of service, and school type. There were no differences in teacher efficacy by teachers' sex and years of service. Teachers over 45 years reported significantly stronger teacher efficacy for classroom management than younger colleagues. Teachers at government-assisted schools reported significantly higher teacher efficacy for classroom management and student engagement than those at government schools. Follow-up research should examine the sources of efficacy information that influence teachers' practice, in order to determine the contextual factors related to the school environment that influence teacher efficacy, and the influence of teacher training on teacher efficacy beliefs
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    Nursing students' perception of the effectiveness of problem based learning as a teaching/learning strategy to improve clinical decision making skills: A mixed method study [PowerPoint presentation]
    (2013-07-16) Sealey-Tobias, Valerie; Jameson-Charles, Madgerie
    An educational intervention utilizing problem-based learning (PBL) was introduced to teach the oncology module of a pathophysiology course for third-year nursing students at a School of Nursing in Trinidad and Tobago. This study describes those nursing students' perceptions of the effectiveness of PBL as a teaching/learning strategy. A proportionate random sampling method was used to select a sample of 30 nursing students from a population of 62 third-year nursing students who were exposed to the PBL sessions. A self-administered survey questionnaire with 10 quantitative and three qualitative questions was administered to the respondents, as well as a clinical decision-making test. Most of the students agreed that PBL caused a change in their thinking process. Their responses when categorized included themes such as enhanced critical thinking skills, better assessment skills, and information-gathering skills. All the students scored more than 50 percent in the clinical decision-making test, thus validating the students' perception that PBL had enhanced their clinical decision-making skills
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    Tourism education from a relationship management perspective
    (School of Education, UWI, St. Augustine, 2012) Jameson-Charles, Madgerie
    This paper adopts a relationship management perspective to examine tourism education in a Caribbean country. It aims to examine the extent to which relationship management can be infused into tourism education. A questionnaire was administered to the employers in hotels, restaurants, and travel agencies on the island to get an idea of the skills they require and their expectations of students' competence upon graduation. Interviews were conducted with other stakeholders in the industry and with education providers to get their views on the level of collaboration that exists between the industry and the educational institution. The results indicated that the employers required a number of industry-specific skills, as well as other employability skills. The employers expressed concerns that students are not adequately prepared for the workplace upon graduation, and that there is a need for collaboration between the industry and the institution to enhance the quality of graduates. The stakeholders suggested that the institution needs to understand the dynamic nature of the industry and to develop a relevant curriculum to cater for their needs. They also suggested that the institution should liaise with the stakeholders to get a greater understanding of the industry's needs so that the curriculum developed would be relevant