Browsing by Author "Mitchell, Beular"

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    The eConnect and Learn curriculum change in Trinidad and Tobago: The voice of the teacher [PowerPoint presentation]
    (2013-06-24) Mitchell, Beular; Harry, Sharmila
    The eCAL curriculum initiative-one-to-one computing-was introduced into the secondary school system in Trinidad and Tobago in 2010 in an attempt to improve student performance through the infusion of technology into the curriculum. The project is in its third year but, to date, there has been no comprehensive, empirical study on teachers' concerns about the implementation of the eCAL curriculum change. This qualitative case study seeks to examine the concerns of 10 teachers in three different types of secondary schools in the St. Patrick Educational District in Trinidad about the implementation of the eCAL initiative and to explore factors that influence teachers' concerns. The study uses the analytical framework of the Concerns Based Adoption Model (CBAM), with specific focus on the stages of concern dimension. It is anticipated that the findings of this study will help local policymakers and facilitators to develop effective strategies in the realm of curriculum implementation and change. Additionally, the findings will also corroborate the corpus of literature on the management of change and add to the local knowledge base on curriculum implementation theory
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    Teacher Educators: Perceptions, Self-Views and Participation in a Community of Practice
    (School of Education, UWI, 2018) Joseph, Stephen; Mitchell, Beular
    This study utilised an explanatory sequential mixed methods design to explore the perceptions and self-views of teacher educators as they engage in a community of practice. One hundred and twelve school-based and university-based teacher educators were purposively drawn from primary and secondary schools as well as tertiary-level institutions in Trinidad and Tobago. One-way ANOVA and independent samples t-tests were used to analyse differences between the teacher educator groups in the first phase of the study, while structured open-ended interviews were conducted in the second phase to explicate quantitative results obtained in the first phase. Results indicate that there was a statistically significant difference in teacher educators’ perceptions about themselves as members of a professional group, F(2, 107)=4.62, p=.012. Findings also suggest that while school-based teacher educators feel far more included in policy-making decisions at their institution than university-based teacher educators, university-based teacher educators place a higher value on professional learning activities than their school-based counterparts.