Browsing by Author "Pierre, Phaedra"
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Item Adventures in building a learning community: Experiences in reformulating a course in educational foundations [PowerPoint presentation](2013-07-02) Geofroy, Stephen; Joseph-Alleyne, Gail; Mohammed, Jeniffer; Pierre, PhaedraThe aim of the course, "Education and the Development of Social Competencies," is to explore what is involved in the process of developing social competencies relevant to the demands of effective citizenship in Trinidad and Tobago (or in the Caribbean today). This paper explores the rationale in revisiting the course and for undertaking departures from that which existed previously. One central concern was that students should engage in intensive practical experiences in groups, the requirements of building a learning community. Building learning communities in schools, in disciplinary groupings, and generally among educators appears to us as essential to being effective or socially competent in our space, whether envisaged on the national, regional, or international level. The key research question is: How comfortable are students and lecturers with the efforts at building community traced over the years 2010 to 2012, in reference to the course "Education and the Development of Social Competencies"? Data comprised lecturers' and students' comments, test and assignment scores, and group evaluations, where students assessed each other. This article discusses the reflections and experiences of three cohorts of students and lecturers as the journey into building a learning community unfoldedItem Arresting Violence and Indiscipline(Daily Express, 2005-03) Pierre, PhaedraThis article examines the trend of increasing indiscipline and violence in the school system of Trinidad and Tobago and the various ways in which this is manifested, including student-student aggression and student-teacher violence. It identifies some of the reasons for this trend and makes recommendations on how the school system could play its part in addressing the crisisItem Can the "gown" act as a bridge between the "town" and the school? An analysis of the operations of the PEEPS Project in Trinidad(2016-05-10) George, June; Pierre, Phaedra; Alexander, Juliana; Taylor-Ryan, MaureenThis paper critically assesses the pilot phase of a project mounted at the School of Education, The University of the West Indies, Trinidad campus, (the "gown"), which was designed to enhance the ability of urban parents of primary school children (the "town") to be involved in their children's education. Using three theoretical lenses-ecological systems theory, social capital, and "knotworking," the paper identifies challenges faced, gains accrued, and lessons learnt in the conduct of workshop sessions with parents/guardians of Standard 3 children (aged 9-10 years) at an urban primary school. While highlighting the potential of the strategy for enhancing the development of urban students, the paper suggests that future work should explore the use of community spaces for such workshop sessions, in the quest for fuller use of parents' social capitalItem The culture space in the education classroom [PowerPoint presentation](2013-07-02) Herbert, Susan; Pierre, PhaedraComments that the school curriculum of Trinidad and Tobago is culturally irrelevant to our contemporary students have generated much interest in recent years. Following on research previously conducted with community artists, public figures interested in education, curriculum officers, and tertiary level lecturers, this study focused on the views of teachers at the school level. The paper reports on the process of (i) developing and validating an instrument to determine and understand teachers' views about the culture curriculum nexus; and (ii) using the findings to develop indigenous material for use in primary and lower secondary classrooms. A survey using a Likert-type scale and open-ended questions was distributed to teachers enrolled in various programmes at the School of Education, The University of the West Indies, St. Augustine. Initial responses to the survey instrument indicated that teachers were in general agreement with most of the perceptions about culturally relevant curricula as expressed by stakeholders involved in the first phase of the research, for example, that cultural relevance is reflected in aims and goals, content, and methods of delivery. However, there were some divergent views which were related to whether school type should be a factor in delivering culturally relevant curricula, the need for clarification of the concepts of relevance and cultural relevance, and teacher competence to deliver culturally relevant curricula. These findings informed the development of curriculum materialsItem Define “First”: In Defence of the Children(Daily Express, 2008-02) Pierre, PhaedraThis article takes issue with a newspaper article that lauded a particular Carnival band as the first "green" Carnival band. It argues that since Carnival became a part of the school system, teachers, students, and parents have used eco-friendly themes for individual portrayals, bands, and festival celebration themesItem A Tale of Two Cities(Daily Express, 2005-09) Pierre, PhaedraThis article uses two scenarios to illustrate the growing lack of civility and courtesy in Trinidad and Tobago. It suggests that in order to turn things around, it will be necessary to start with the teachers, who must be taught how to incorporate these ideals into their teaching and living. Teachers will then be required to pass these values and behaviours on to the students in their classes and their parentsItem Wake-Up Call(Daily Express, 2006-06) Pierre, PhaedraThis article argues that parents and other adults need to make time for their children and to attend the various activities in which their children are engaged. It notes that this is also important for teenagers, since research has shown that even through adolescence, young people need attention, appreciation, praise, and guidance