Browsing by Author "Morris, Jeanette"

Now showing 1 - 17 of 17
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    Adult education for language improvement
    (1988) Morris, Jeanette;
    This article presents the results of an innovative programme for language teaching in Trinidad and Tobago. The programme was developed in response to student dissatisfaction and placed emphasis on oral ability
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    An investigation into the processes associated with the reproduction of gender inequality in the secondary school: A case study
    (1990) Morris, Jeanette;
    This study investigated gender stereotyping in a co-educational school, seen particularly in the gender differentiation in subject choice, leading to different career paths for male and female students. It seeks to explore the extent of gender stereotyping present in the school, the factors associated with the reproduction of gender stereotyping, and the effects on students' aspirations and school experiences. The study also explores students' own perceptions of gender stereotyping, their responses to it, and whether these varied according to race or class as well as gender. The findings showed that gender stereotyping existed within the school and that a variety of factors was involved. Students made stereotypical curriculum choices out of a desire to conform to accepted norms of gender appropriate behaviour, both in the family and the peer group, as well as in accordance with their personal future role. Very few students successfully challenged the gender divisions within the school, and when this did occur, such a student was likely to be a girl
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    Can Trinis Learn to Speak Spanish Fluently?
    (Daily Express, 2004) Morris, Jeanette
    In seeking to answer the question of whether citizens of Trinidad and Tobago could ever become bilingual, this article briefly reviews the history of modern language teaching in Trinidad and Tobago, with particular reference to Spanish. It notes that despite all efforts, students still exhibit a lack of interest in learning Spanish. Suggestions are offered on what needs to be done if Spanish is to become the second language of Trinidad and Tobago
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    A comparison of the readability levels of language arts, science and social studies texts in use by students in Standard 5 and Form 1 classes
    (Faculty of Education, The University of the West Indies, 1987-10) George, June; Jules, Vena; Morris, Jeanette
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    Gender differences in educational achievement
    (Faculty of Education, UWI, 1991) Morris, Jeanette; Brandon, E. P.
    This study examined Caribbean Examination Council (CXC) examination results for 30 subjects at General Proficiency in 1987, and 33 in 1988 and 1989. Entry statistics were examined to determine whether gender was a significant factor in subject choice among students. The results, according to grade, were examined by subject area to determine whether significant differences in achievement existed between boys and girls. Results of the data analysis showed that females dominated 21 subject areas clustered in the humanities, business subjects, selected craft areas associated with domestic pursuits, and a few science subjects, particularly the biological sciences. Male entries dominated in the sciences and technical areas. The distribution of Grades 1 and 2 reflect these same differences. A higher percentage of females obtained Grades 1 and 2 in those subject areas in which female entries predominated, and a higher percentage of males obtained Grades 1 and 2 in the technical areas and physical sciences
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    Gender differences in science and mathematics in CXC examinations
    Morris, Jeanette;
    This study sought to examine the Caribbean Examinations Council (CXC) examination results in the science and mathematics subject areas for girls and boys who took the examination in 1987 in Trinidad and Tobago. The subject areas examined were: Integrated Science - Basic and General Proficiency; Mathematics - Basic and General Proficiency; Physics; Chemistry; Biology; and Agricultural Science - General Proficiency. Entry statistics were examined to see whether gender was a significant factor in the numbers taking the examination in these subjects. The results were examined by subject area to see whether significant differences existed in achievement between boys and girls. The results showed that girls outnumbered boys in three subject areas--Mathematics - Basic and General, and Biology. In Integrated Science - Basic and General, Physics, Chemistry, and Agricultural Science, boys outnumbered girls although, except for Physics, the differences were slight. Of a total of 13,541 boys who sat the examinations in these subjects, 4,913 (36.28 percent) obtained Grades 1 and 2. The total number of girls sitting the examinations was 17,198, of whom 4,558 (26.5 percent) obtained Grades 1 and 2
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    Gender Stereotyping
    (Daily Express, 2003) Morris, Jeanette
    This article addresses the issue of gender stereotyping in the curriculum choices made by secondary school students in Trinidad and Tobago
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    Goals for foreign language teaching in the Caribbean
    (School of Languages, NIHERST, Jul. 1989) Morris, Jeanette; Jarvis, Heather
    This article examines the sources from which goals for foreign language teaching in the Caribbean can be generated, and identifies some of the goals that are generated from these sources
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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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    Problems of curriculum implementation - The case of Spanish in the junior secondary system
    Morris, Jeanette;
    This paper examines the difficulties faced by teachers of the junior secondary schools in Trinidad and Tobago in the implementation of the Spanish curriculum. The problems of implementation identified in the research are discussed, and the curriculum materials and the instructional strategies suggested by the curriculum developers are examined and compared with the actual use of the materials in the classroom by the teachers. Teachers' perceptions of the curriculum and their implementation strategies are also examined, and strategies for more effective implementation of new strategies are suggested
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    Towards a Bilingual Society
    (Daily Express, 2003) Morris, Jeanette
    This article identifies the geopolitical imperatives that emphasize the need for the Caribbean to have a bilingual cadre of skilled personnel, but notes that Caribbean students reject language study in droves. It seeks to identify some of the reasons for this situation and provides suggestions for ensuring that the goal of enabling students to leave school after five years with competence in at least one foreign language is achieved
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    Women in educational administration: Career choices and career paths
    (1999) Morris, Jeanette
    The article documents the experience of a group of women secondary school principals who manage schools in Trinidad and Tobago. It shows that, like their counterparts in the developed would, their personal and professional lives are closely intertwined, and that their race, class and gendered positions impact on their career choice and promotional opportunities.
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    Women's Participation in Educational Management: A Trinidad and Tobago perspective
    (Faculty of Education, University of the West Indies, St. Augustine, 1992-04) Morris, Jeanette
    This study uses an interactionist perspective to examine the careers of a small group of women teachers. It uses the concept of “subjective career” to capture the meanings that women administrators give to the circumstances that shaped their career decisions at crucial points. The focus is on successful women - school principals, school supervisors, directors of educational institutions, and women faculty at the university – exploring their own interpretations for their career success and reasons for it. Data were collected through unstructured interviews, and the discussion uses extracts from the interviews to illustrate the important themes, 1) career, 2) commitment, 3) domestic responsibility, 4) sponsors and mentors, and 5) discrimination on the job.
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    Women's participation in educational management: A Trinidad and Tobago perspective
    (1992) Morris, Jeanette
    This study uses an interactionist perspective to examine the careers of a small group of women teachers. It uses the concept of “subjective career” to capture the meaning that women administrators give to the circumstances that shaped their career decisions at crucial points. The focus is on successful women—school principals, school supervisors, directors of educational institutions and women faculty at the university—exploring their own interpretations of their career success and reasons for it. Data were collected through unstructured interviews, and the discussion uses extracts from the interviews to illustrate the important themes: 1) carer commitment, 2) domestic responsibility, 3) image of management, 4) sponsors and mentors, and 5) discrimination on the job.