Browsing by Author "Joseph, Arthur"

Now showing 1 - 11 of 11
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    The Dark Side of Zero Tolerance
    (Daily Express, 2002) Joseph, Arthur
    This article examines "zero tolerance" as a strategy for dealing with student indiscipline and student violence in schools
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    Deans’ Roles in the Administration of Secondary Schools in an Education District in Trinidad and Tobago
    (School of Education, UWI, 2018) Wihby, Rene Jerome; Joseph, Arthur
    This paper, explores, through the lens of a Pastoral Care Model, deans’ actual roles in secondary schools, and the extent to which these roles were enacted. A qualitative multi-site case study, was employed to generate pertinent data from six secondary schools in a single education district. The sample comprised 6 principals, 12 deans and 67 teachers. Data were collected using semi-structured interviews to garner the perspectives of principals, teachers and deans. The findings suggest that most deans at the secondary schools, spent a disproportionate amount of their time monitoring student indiscipline. As a result, they were rarely engaged in the performance of their other prescribed roles.
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    Evaluating Teacher Competence
    (Daily Express, 2004) Joseph, Arthur
    This article examines the difficulties inherent in determining teacher competence
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    Improving Home-School Relations
    (Daily Express, 2004) Joseph, Arthur
    This article discusses the potential benefits to students of parental involvement in schools, and makes suggestions for activities that can be undertaken by schools to involve parents in their children's education
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    Newly qualified teachers in Trinidad and Tobago: Impact on/interaction with the system
    (School of Education, UWI, 2001) Morris, Jeanette; Joseph, Arthur
    The monograph reports on a study that investigated the following: 1) experienced teachers’ perceptions of the value of the present teachers’ college programme. 2) how newly trained teachers are socialized into the school working culture, and 3) what happens to the knowledge and skills acquired at teachers’ college. Interviews were conducted with eight newly qualified teachers (six females and two males) from five schools, and three principals. Classroom observation was also carried out with seven teachers. It was found that, on the whole, experienced teachers view their newly qualified counterparts as having positive attitudes to their work and displaying caring relationships with their students. However, they point out that where teaching methods are concerned, newly qualified teachers display some shortcomings. The experienced teachers admitted that there is little time and virtually no structured programme for inducting teachers into the ways of life of the school. In general, newly qualified teachers felt that the teachers’ college programme did not prepare them adequately for work in the school setting. Despite this perception, the evidence, both from the interviews and the classroom observations, seem to indicate that through professional training received by the newly qualified teachers, overwhelming benefits flowed to the schools.
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    Newly qualified teachers in Trinidad and Tobago: Impact on/interaction with the system
    (School of Education, UWI, St. Augustine, 2001) Morris, Jeanette; Joseph, Arthur
    This monograph reports on a study that investigated the following: 1) experienced teachers' perceptions of the value of the present teachers' college programme, 2) how newly trained teachers are socialized into the school working culture, and 3) what happens to the knowledge and skills acquired at teachers' college. Interviews were conducted with eight newly qualified teachers (six females and two males) from five schools, and three principals. Classroom observation was also carried out with seven teachers. It was found that, on the whole, experienced teachers view their newly qualified counterparts as having positive attitudes to their work and displaying caring relationships with their students. However, they point out that where teaching methods are concerned, newly qualified teachers display some shortcomings. The experienced teachers admitted that there is little time and virtually no structured programme for inducting these teachers into the ways of life of the schools. In general, newly qualified teachers felt that the teachers' college programme did not prepare them adequately for work in the school setting. Despite this perception, the evidence, both from the interviews and the classroom observations, seemed to indicate that through professional training received by the newly qualified teachers, overwhelming benefits flowed to the schools
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    Principal professional preparation at the secondary school sector in Trinidad and Tobago
    (School of Education, UWI, St. Augustine, 2008) Joseph, Arthur
    Effective principals administer effective schools. Yet, while considerable time and financial and other resources have traditionally been devoted the development of teachers, professional preparation of principals has not been given similar attention. Using a quantitative research approach, this study investigated principals' perceptions of the appropriateness or relevance, the quality, and the intensity of the contents of the formal preparation programmes they experienced prior to or during their stint as principals. Data for the study came from 11 principals of secondary schools. Descriptive statistical analysis involving means and standard deviations revealed principals' dissatisfaction with pre-service professional preparation programmes. Nevertheless, principals expressed some measure of satisfaction with different types of in-service programmes
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    Reconceptualising the Philosophic Base of School Principals
    (Daily Express, 2002) Joseph, Arthur
    This article argues that in order to provide the relevant type of leadership in schools in Trinidad and Tobago, principals must be equipped with the relevant knowledge base and leadership/management competencies