Browsing by Author "Leo-Rhynie, Elsa"
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Item Academic performance of boys and girls in Jamaican schoolsLeo-Rhynie, Elsa;This paper analyses the relative performances of Jamaican boys and girls in various examinationsItem An investigation into the relationship of certain cognitive, environmental, experimental and motivational variables to the academic achievement of selected Jamaican sixth form students(1978) Leo-Rhynie, Elsa;Performance at A'Level was the criterion of achievement used in this study that looked at a sample of 205 Jamaican sixth form students and 75 of their teachers. Among the high levels of performance on field dependence/independence, abstract reasoning, and spatial ability contributed to A'Level success, especially for male students, and for those of either sex pursuing science rather than arts courses. Motivational variables and study habits were more important to performances for the male and science groups than for the influenced student performanceItem Educational opportunities for Jamaican female students: A contemporary perspectiveLeo-Rhynie, Elsa;This paper examines Jamaican policy initiatives since Independence and the opportunities created for access to secondary education. It notes that women have made good use of the opportunities available to them. Although they are not explicitly discriminated against at any level, access to secondary education is limited by the need to provide opportunities for males and the choices girls make. In addition, their achievement is often limited by the attitudes and expectations others have of them, and which they develop towards themselvesItem Environmental Education in the Commonwealth(The Commonwealth of Learning - Printed in Great Britain, 1993) Filho, Walter Leal; Murphy, Zena; Agbola, Tunde; Safiullah, Syed; Haider, S. Z.; Glasgow, Joyce; Wanaswa, E.A.; Basnayake, V.; Claveau, Guy; Hale, Monica; Leo-Rhynie, Elsa; Mtetwa, T. L.An Overview of Environmental Education in the CommonwealthItem Evaluation of the inservice teacher training programme (Dominica)(Ministry of Education and Sports, 1985) Leo-Rhynie, Elsa;Item Evaluation of the junior secondary programme(Ministry of Education, 1986) Leo-Rhynie, Elsa;Item Field independence, academic orientation and achievement(Spring 1985) Leo-Rhynie, Elsa;This study investigated whether there was a significant difference in performance on a test of field independence between students who selected science options and those who chose arts courses, and whether relatively field-independent students performed significantly better or worse than relatively field-dependent students in science- and art-emphasis courses. The Group Embedded Figures Test (GEFT) as completed by 135 Jamaican secondary school students following an Advanced Level (A'Level) course in science and 68 students following an A'Level course in arts. Results showed that the science-emphasis group obtained significantly higher scores on the GEFT than the arts-emphasis group. Field independence was found to be important for the A'Level success of students regardless of whether they pursued arts- or science-emphasis coursesItem Gender issues in education and implications for labour force participation(Consortium Graduate School of Social Sciences, 1989) Leo-Rhynie, Elsa; Hart, KeithThe lack of explicit policy statements in Jamaica governing the education of boys and girls would suggest that they are afforded equal opportunities in the offerings provided. However, factors exist in the stated or hidden agenda of this system that affect male and female students differently, and thus have some repercussions for the participation of the sexes in the work force. This paper discusses two features in the system that reveal gender differences and discrimination: 1) access to high school education, and 2) gender/subject choice orientationItem Gender issues in secondary school placementLeo-Rhynie, Elsa;This paper examines differential ,\y education for Jamaican boys and girls, using data from the Common Entrance Examination (CEE), a selection examination to identify students who will participate in secondary level academic education. It identifies gender issues that have arisen as a result of the CEE and secondary school placement, and discusses implications for Jamaica's developmentItem Gender Studies: Crossing boundaries - Charting new directions(2010-06-07T13:15:13Z) Leo-Rhynie, ElsaItem How can cooperative business education enhance the role of women in development(1988) Leo-Rhynie, Elsa;Item Life style as a measure of socio-economic status: The development of an instrument for use in Jamaica(Jun. 1982) Leo-Rhynie, Elsa;Researchers in Jamaica involved in determining socio-economic status (SES) generally employ a single index (i.e., Occupational Level) for this purpose. Recognition of the shortcomings of such a measure has resulted in the construction of a more comprehensive instrument, which attempts to tap numerous indices of SES, termed a Life Style Scale. This paper reports on the stages involved in establishing construct validity and reliability for the final 44-item form of the scale, and suggests as well, that a short-form version of 23 items is equally reliable and valid in terms of its use in determining lifestyleItem Prediction of A-Level performance from past performance and teachers' estimates(Jan. 1984) Leo-Rhynie, Elsa;The relationships existing between performance in separate subject areas in the Cambridge A'Level examinations and past performance (PP) in Cambridge O'Level, and Caribbean Examinations Council (CXC) General Level examinations, on the one hand, and teacher estimates (TE) on the other, formed the main focus of this study. TE were, on the whole, better predictors of A'Level performance than PP, and were more reliable for girls than boys in art subjects, and for boys than girls in the sciences. Although the correlations between A'Level and both PP and TE were, for the most part, highly significant, there was a strong tendency in most schools and subject areas for teachers to overestimate students' grades. Implications of these findings for sixth form education are discussedItem Recognising and responding to the divergent thinker(1991) Leo-Rhynie, Elsa;Item Sex role stereotyping and education - the Jamaican perspective(1979-80) Leo-Rhynie, Elsa;This paper examines whether the Jamaican woman is still a symbol of "conspicuous consumption," restrained by Westernized sex-role stereotyping, which limits her to child-rearing and certain lower-order vocations. It questions whether she is assured of such things as adequate educational opportunities, accessibility to rewards for efforts, and an environment that provides incentives to even greater effortsItem Study habits and practices of Jamaican sixth formers preparing for A-level examinations(Apr-Sept., 1983) Leo-Rhynie, Elsa;This paper examines some of the methods used by a sample of Jamaican sixth form students in carrying out the work and study required for the General Certificate of Education Advanced Level (GCE A'Level) examinations. Students' opinions of, and their reactions to, their course of study are also explored. The need for school programmes that offer guidance in study skills seem indicatedItem The Jamaica Remedial Reading Project, 1971-76: CUSO - Ministry of Education: An evaluation(School of Education, UWI, May 1979) Leo-Rhynie, Elsa;Four of five reading tutors from teacher training colleges; principals and teachers of 21 schools (15 new secondary and 6 primary); 13 Canadian University Services Overseas (CUSO) teachers (1974); and officials of the Jamaica Reading Association participated in this project. Data were collected in 1974 and 1978-79. Although pre-project surveys gave some indications of students' reading levels, data on quality of teacher preparation, quality of the teaching of reading in the schools, and organizational matters were not available. The model for the Remedial Reading Project (RRP) did allow for maximum use of trained personnel available through the multiplier effect. Evidence indicated that RRP reached many teachers and students and that it ensured that accepted tenets of curriculum development and formulation were observed. Development of teaching materials and aids was coordinated with teacher education and experimental teaching. Some aspects of management, such as class size, militated against the success of the project; some principals were only marginally concerned, and project teachers did not always have their effective support. Communication with the central directorate was difficult. No reliable assessment of the extent to which teaching levels in the schools were raised was made, but the data available showed reasonable improvements. Overly large classes, organizational difficulties in the schools, and external variables adversely influenced the project. The most significant results were realized in the teachers' colleges where, with one exception, the levels of teacher preparation were systematized. Good results were achieved in the preparation of teaching materials and aids. Joint efforts of the Ministry of Education, teachers' colleges, and CUSO volunteers resulted in a well-structured programme for inservice teacher education. One or two colleges had developed strong community outreach projects. Many project teachers felt that more emphasis could have been placed on primary schools. RRP is a good example of the type of cooperation that should be fostered between developed and developing societies for their mutual benefitItem The status of Caribbean teachers(Jul. 1988) Leo-Rhynie, Elsa;