Browsing by Author "Lochan, Samuel"

Now showing 1 - 15 of 15
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    A baseline study of the teacher education system in Trinidad and Tobago
    (School of Education, UWI, 2001) Quamina-Aiyejina, Lynda; Mohammed, Jeniffer; Rampaul, Balchan; George, June M.; Kallon, Michael; Keller, Carol; Lochan, Samuel
    This monograph provides the following: 1) an historical overview of the development of the teacher education system in Trinidad and Tobago. 2) overview of both the education system and the teacher education system; 3) a preliminary analysis of teacher education curricula; 4) a discussion of the quality and effectiveness of teacher education, 5) an analysis of teacher identities, attitudes and roles; 6) an examination of resources for teacher education; and 7) a discussion of emerging issues.
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    A baseline study of the teacher education system in Trinidad and Tobago
    (School of Education, UWI, St. Augustine, 2001) Quamina-Aiyejina, Lynda; Mohammed, Jeniffer; Rampaul, Balchan Deodat; George, June M.; Kallon, Michael; Keller, Carol; Lochan, Samuel
    This monograph provides the following: 1) an historical overview of the development of the teacher education system in Trinidad and Tobago; 2) overviews of both the education system and the teacher education system; 3) a preliminary analysis of teacher education curricula; 4) a discussion of the quality and effectiveness of teacher education, 5) an analysis of teacher identities, attitudes, and roles; 6) an examination of resources for teacher education; and 7) a discussion of emerging issues
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    Driving to School
    (Daily Express, 2002-12) Lochan, Samuel
    This article nostalgically compares the way children are transported to and from school in maxi taxis with the "good old days" of train and bus transport in the 1960s and early 1970s. The maxi taxi system is seen as a cause for concern, especially with the names they choose to suggest some degree of notoriety, and their dancehall and gangsta rhythms. The article suggests that clearer rules and penalties should be set for those who transport school children
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    Education for Citizenship
    (Daily Express, 2002-10) Lochan, Samuel
    This article laments that after 40 years of independence, Trinidad and Tobago has produced networks of failure through a combination of social and economic policies and the education system. It argues that the development of a civic capability is the first requirement for the development of a country and, therefore, should be the primary goal of education
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    Extra-lessons: A comparison between "different sides of the track" in Trinidad and Tobago
    (School of Education, UWI, St. Augustine, 2008) Lochan, Samuel; Barrow, Dorian
    This paper attempts to compare the participation in extra-lessons by the students of a senior comprehensive school and a traditional seven -year girls' school in Trinidad and Tobago. Survey data were gathered from 25 students at each level from Forms 4, 5, and 6 in each school. Data are presented on the socio-economic status of different students, participation rates by students of the two schools, subjects chosen by students for extra-lessons, costs per subject, reasons for seeking extra-lessons, and the effects of extra-lessons. This study therefore presents some data on private lessons not previously available. It also draws some comparisons between the two schools that are critical for understanding school performance in Trinidad and Tobago
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    In the context of Trinidad and Tobago, How do we identify schools that are succeeding or failing amidst exceptionally challenging circumstances?
    (School of Education, UWI, St. Augustine, 2008) De Lisle, Jerome; Smith, Peter; Lewis, Yvonne; Keller, Carol; Mc David, Patricia; Jules, Vena; Lochan, Samuel; Hackett, Raymond S.; Pierre, Phaedra N.; Seunarinesingh, Krishna
    The understanding that some schools face uniquely challenging circumstances represents a groundswell of new research in school improvement and education reform policy. Traditional school improvement theory does not account for variations in school contexts, and some have questioned the applicability of current practice to all schools, especially those in disadvantaged contexts. This leads directly to the core question of this paper: In the context of Trinidad and Tobago, how do we identify schools facing challenge? Answering this question will allow us to address the edifice of inequity strangling schooling outcomes in Latin America and the Caribbean. A critical task is the development of a database of schools with characteristics related to performance and context. This paper describes the protocol and initial data from such a project. Data came from the 2005 and 2006 primary school national achievement tests. A simple measure of school performance, called the Academic Performance Index, was developed, based on the distribution of students in each performance level defined in the national achievement tests. Additional indices were obtained, including disadvantage status and school size. From the database, a short list of high- and low-achieving schools in challenging circumstances was developed
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    Misunderstanding Teacher Education
    (Daily Express, 2005-12) Lochan, Samuel
    This article argues that the education of a teacher has to be conceptualized as one articulated process beginning in the schools and universities, and then continuing with institutions of initial teacher education. In order to ensure that the policies and programmes adopted at each level are synchronized, it is suggested that all the agencies involved in teacher education in Trinidad and Tobago should share some common understandings about what it means to prepare a teacher to work in the school system in Trinidad and Tobago, and the stages involved in such preparation
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    Primary Teacher Education in Trinidad And Tobago
    (School of Education, The University of the West Indies, St. Augustine, Trinidad and Tobago, West Indies, 1998-04) Quamina-Aiyejina, Lynda; Mohammed, Jeniffer; Rampaul, Balchan; George, June; Kallon, Michael; Keller, Carol; Lochan, Samuel
    A baseline study provides a historical overview of the development of the teacher Education system in Trinidad and Tobago, against the background of a description of the country’s education system. An overview of the contemporary teacher education system is also provided, as well as analysis of: 1) teacher education curricula, 2) the quality and effectiveness of teacher education, 3) teacher identities, attitudes and roles, 4) resources of teacher education 5) emerging issues.
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    Schools as Partners in Teacher Education
    (Daily Express, 2006-04) Lochan, Samuel
    This article discusses the role of schools in the preparation of teachers
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    Social sciences teachers’ perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014
    (School of Education, The University of the West Indies, St. Augustine, 2016) Barras, Dyann; Bitu, Benignus; Geofroy, Stephen; Lochan, Samuel; McLeod, Lennox; Ali, Shahiba
    This paper investigates how social sciences teachers, upon completion, perceive their capability to transfer transformatory learnings gained on an initial in-service Postgraduate Diploma in Education programme (2013-2014) at the School of Education, The University of the West Indies (UWI), St Augustine, Trinidad and Tobago. Using a phenomenological approach, experiences of 14 teachers from various disciplines within the social sciences were investigated through semi-structured interviews in two concurrent focus group sessions. The research questions investigated what learnings on the programme they perceived as transformatory and what were their perceptions on transferring transformatory learnings in their schools. Findings revealed that the main transformatory learnings on the programme occurred through an expansion of pedagogical content knowledge, becoming a reflective practitioner, sharing a community of practice, and sharpening their professional identity. In the transfer of transformatory learnings, participants declared an enhanced pedagogical practice, a piquing of interest, a feeling of empowerment, and other factors that facilitated the learnings. They mentioned certain barriers to implementation such as the emphasis their schools placed on teaching to the test and the challenge of access to educational technology.
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    Teachers' instructional strategies and perceptions of their knowledge and use
    (1991) Lochan, Samuel;
    This study examines the instructional strategies used by a sample of teachers and investigates the effect of training college experience, inservice training, supervision, and other key variables on teachers' knowledge and use of instructional strategies. Data were collected through observation and interviews from a sample of 14 teachers of Standards 1 to 3 from five schools in the El Socorro/Aranguez area of Trinidad. The study found that: 1) recitation was the main method used by teachers; 2) teachers' experiences at training college did not assist them directly with their teaching methods; 3) teachers had mixed opinions of inservice courses, varying with their level of competence and assessment of the practicality of the courses; 4) teachers felt that principals and supervisors had nothing to do with their classroom practice; 5) teachers felt there is a lack of incentive to perform; 6) peer collaboration was occasional and based on good personal relations; and 7) most teachers felt their methods differed from those used by their own teachers
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    Technology Education for All
    (Daily Express, 2002-10) Lochan, Samuel
    This article argues that Trinidad and Tobago needs technology education for all at the level of the school system. It notes that this requires (a) education that develops a problem-solving outlook in children, (b) a correction of the imbalance between science and the humanities, and (c) a self-knowledge that asserts that there are things of value in Trinidad and Tobago which can be developed to sell to the rest of the world