Browsing by Author "Mohammed, Rhoda"

Now showing 1 - 3 of 3
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    Data driven decision making: A multisite case study in early childhood centres in Tobago [PowerPoint presentation]
    (2013-07-22) Abdul-Majied, Sabeerah; De Lisle, Jerome; Herbert, Susan; Gayah-Batchasingh, Alicia; McMillan-Solomon, Sabrina; Mohammed, Rhoda; Glasgow-Charles, Kimberly; Thornhill, Ann
    Data-based decision making is a critical part of the education scenario at all levels. Decisions informed by data are likely to be more effective and relevant to the immediate indigenous context. Data-based decision making has become a critical component of effective equity-focused instruction even at the early childhood level. In Trinidad and Tobago, the early childhood care and education (ECCE) provision is designed to foster collaborative data-driven inquiry by teachers. Standards for regulating early childhood services stipulate written policies for curriculum development and assessment that include record keeping, observation and planning. The Ministry of Education also provides documents for record keeping and administrative support for data collection. Teachers in Tobago, however, sometimes report that record keeping is difficult and that they receive little support. This multi-site qualitative case study was therefore designed to investigate the types of data collected, how data were used, and factors that facilitate or inhibit data use practices at three early childhood centres in Tobago. The study is informed by the system-based data use model proposed by Schildkamp and Kuiper (2010). Key findings are that though much data were collected, data use was most effective when school practices were guided by a philosophy that was culturally specific and child-centred. Additionally, seven teacher characteristics that support data-based decision making were identified
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    The challenge of effective data use within primary schools situated in a post-colonial learning context: A qualitatively driven mixed methods study
    (School of Education, UWI, 2023) Mohammed, Rhoda; De Lisle, Jerome
    The study explored the data use practices of educators within the primary schools of Trinidad and Tobago using a qualitatively driven, mixed methods research design. The qualitative component was a multi-site case study with three schools purposively selected from the schools surveyed. The focus of the case studies was to develop grounded theory on data use practices in local primary schools and the influence of institutional context. We argue that the unique contextual features of postcolonial small island states in the Caribbean can influence data use. The results indicated that educators were engaged in various data use practices, but these were often modified to suit the local context. At the school site, educators faced several challenges such as the absence of collaboration and data leadership. This stagnated the effectiveness of data use and led to misuse. Even official guidance sometimes promoted misuse. We concluded that effective data use practices have a cultural and context-specific tint, and improvement requires targeted context-specific training to achieve sustainable and effective practice.