Browsing by Author "Rampersad, Joycelyn"

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    Becoming a primary school teacher in Trinidad and Tobago: Part 1: The curriculum in the teachers' college
    (School of Education, UWI, St. Augustine, 2001) George, June M.; Worrell, Patricia; Rampersad, Joycelyn; Rampaul, Balchan Deodat; Mohammed, Jeniffer
    This monograph reports on a study that sought to assess the philosophical orientation and content of specific aspects of the documented teachers' college curriculum in Trinidad and Tobago. The study also sought to describe how the lecturers at the two colleges articulate their understandings of what the documented curriculum demands, and how they try to implement it, that is, the espoused curriculum. In addition, the curriculum as enacted within the teachers' colleges was explored through an examination of teaching/learning episodes in specific subject areas in the college. Data on the documented curriculum were gathered through content analysis of the curriculum document. Ideas about the espoused curriculum were obtained through in-depth interviews with 14 lecturers from the two colleges. It was found that there is no stated philosophy underpinning the teachers' college curriculum in Trinidad and Tobago. The curriculum is differentiated into academic studies and teaching practice. There was a reasonable level of congruence between the documented curriculum and the curriculum as espoused by the lecturers. However, there were some areas of unease for the lecturers. The stated intentions of the lecturers did articulate, to a large extent, with the enacted curriculum
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    Becoming a primary school teacher in Trinidad and Tobago: Part 1: The curriculum in the teachers' colleges
    (School of Education, UWI, 2001) George, June M.; Worrell, Patricia; Rampersad, Joycelyn; Rampaul, Balchan; Mohammed, Jeniffer
    The monograph reports on a study that sought assess the philosophical orientation and content of specific aspects of the document teacher’s college curriculum in Trinidad and Tobago. The study also sought to describe how the lecturers at the two colleges articulate their understandings of what the documented curriculum demands, and how they try to implement it, that is, the espoused curriculum as enacted within the teachers’ college was explored through an examination of teaching/learning episodes in specific subject areas in the college. Data on the documented curriculum were gathered through content analysis of the curriculum document. Ideas about the espoused curriculum were obtained through in-depth interviews with 14 lecturers from the two colleges. It was found that there is no stated philosophy underpinning the teachers’ college curriculum in Trinidad and Tobago. The curriculum is differentiated into academic studies and teaching practice. There is a reasonable level of congruence between the documented curriculum and the curriculum as espoused by the lecturers. However, there were some areas of unease for the lecturers. The stated intentions of the lecturers did articulated, to a large extent, with the enacted curriculum.
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    Becoming a primary school teacher in Trinidad and Tobago: Part 2: Teaching practice experience of trainees
    (School of Education, UWI, 2001) George, June M.; Worrell, Patricia; Rampersad, Joycelyn; Rampaul, Balchan
    The monograph reports on a study that sought to gain insights into the process of learning to teach by obtaining information on the teaching practice process, observing teaching practice sessions, and documenting and analysing the views of the major stakeholders involved in this process, namely, the trainees, the teachers’ college lecturers who supervise the teaching practice, and principals and cooperating teachers in the primary schools to which trainees are attached for fieldwork. The study focused on the preparation of trainees at the two government teacher’s colleges—Valsayn Teachers’ College and Corinth Teachers’ College—in Trinidad and Tobago. Data were collected through document analysis; observation of trainees as they taught classes in the schools, observation of post teaching conferences between trainees and supervisors; and in-depth, semi-structured interviews with trainees, supervisors, cooperating teachers, and principals of cooperating schools. It was found that there were differences in provisions for teaching practice as well as in the structure of the programme between the colleges. The provisions for practice also varied significantly among the cooperating schools and determined the type of opportunities offered to trainees for applying the strategies taught. Teacher educators generally viewed the provisions for teaching practice as less than ideal. Trainees were generally of the view that they were overburdened with work in preparing units and lessons for teaching practice sessions. Most trainees were conscientious about making use of what they had learnt at college during the teaching practice.
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    Becoming a primary school teacher in Trinidad and Tobago: Part 2: Teaching practice experience of trainees
    (School of Education, UWI, St. Augustine, 2001) George, June M.; Worrell, Patricia; Rampersad, Joycelyn; Rampaul, Balchan Deodat
    This monograph reports on a study that sought to gain insights into the process of learning to teach by obtaining information on the teaching practice process, observing teaching practice sessions, and documenting and analysing the views of the major stakeholders involved in this process, namely, the trainees, the teachers' college lecturers who supervise the teaching practice, and principals and cooperating teachers in the primary schools to which trainees are attached for fieldwork. The study focused on the preparation of trainees at the two government teachers colleges--Valsayn Teachers' College and Corinth Teachers' College--in Trinidad and Tobago. Data were collected through document analysis; observation of trainees as they taught classes in the schools; observation of post-teaching conferences between trainees and supervisors; and in-depth, semi-structured interviews with trainees, supervisors, cooperating teachers, and principals of cooperating schools. It was found that there were differences in provisions for teaching practice as well as in the structure of the programme between the colleges. The provisions for practice also varied significantly among the cooperating schools, and determined the type of opportunities offered to trainees for applying the strategies taught. Teacher educators generally viewed the provisions for teaching practice as less than ideal. Trainees were generally of the view that they were overburdened with work in preparing units and lessons for teaching practice sessions. Most trainees were conscientious about making use of what they had learnt at college during the teaching practice
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    Collaborating to reform science education in context: Issues, challenges, and benefits
    (School of Education, UWI, St. Augustine, 2009) Herbert, Susan M.; Rampersad, Joycelyn; George, June M.
    Within recent times, the call for collaboration among stakeholders in education has been made with increasing frequency. In current thinking, community building and collaboration are posited as critical elements in school reform. The literature reveals various models for initiating collaboration. There is the model that describes the initiative for collaboration as undertaken by "researchers"/university personnel. A second model describes the perspective in which schools as organizations invite researchers to collaborate on a project. The Reforming Science Education in Context (ReSEC) project is an example of the first model. This paper reports the issues that emerged in forging collaborative relationships among two lower secondary science teachers at a selected New Sector High School in Trinidad and three members of staff from the School of Education, UWI, St. Augustine, during the period September 2005 to July 2006. It also presents the benefits and challenges associated with the process of collaboration, which aims to achieve a school-based agenda for education
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    Collaborating to reform science education in context: Issues, challenges, and benefits
    (School of Education, UWI, St. Augustine, 2008) Herbert, Susan M.; Rampersad, Joycelyn; George, June M.
    Within recent times, the call for collaboration among stakeholders in education is made with increasing frequency. In current thinking, community building and collaboration are posited as critical elements in school reform. The literature reveals various models for initiating collaboration. There is the model that describes the initiative for collaboration as undertaken by "researchers"/university personnel. A second model describes the perspective in which schools as organizations invite researchers to collaborate on a project. The Reforming Science Education in Context (ReSEC) project is an example of the first model. This paper reports the issues that emerged in forging collaborative relationships among two lower secondary science teachers at a selected New Sector High School in Trinidad and three members of staff from the School of Education, St. Augustine, during the period September 2005 to July 2006. It also presents the benefits and challenges associated with the process of collaboration, which aims to achieve a school-based agenda for education
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    Developing portfolios for integrating teaching, learning, and assessment
    (School of Education, UWI, St. Augustine, 2005) Cain, Margaret; Edwards-Henry, Anna-May; Rampersad, Joycelyn
    This manual has been developed as a basic handbook about portfolios for teachers at all levels of the education system in Trinidad and Tobago, but it is equally relevant for those in other countries of the English-speaking Caribbean. Emphasis is on the development of student portfolios, but some reference is made to teaching portfolios
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    Education for Sexual Health
    (Daily Express, 2003) Rampersad, Joycelyn
    This article revisits the issue of sex education in schools, with reference to the implementation of a health and family life curriculum in schools in Trinidad and Tobago
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    Enhancing Teacher Education
    (Daily Express, 2002) Rampersad, Joycelyn
    This article provides an overview of the Trinidad and Tobago component of the MUSTER (Multi-site Teacher Education Research) Project, and discusses some of the findings of two of the sub-projects: The Teaching Practice Experience and Newly Qualified Teachers
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    Health and Education – Promoting Health Through Schools
    (Daily Express, 2002-06) Rampersad, Joycelyn
    This article identifies some of the problems and challenges that impact the health of youth in Trinidad and Tobago, and suggests that we can begin to address the problems through health promotion and education, which should begin in schools, since the school is the primary agent of socialization and can reach large numbers of children and, through them, their families and communities. In this respect, the article discusses the work of the CARICOM Health and Family Life Education (HFLE) Project, and notes that Trinidad and Tobago has lagged behind other CARICOM countries with respect to the full implementation of HFLE as a core area of the school curriculum. The need for Trinidad and Tobago to revisit the role of HFLE in the school curriculum is emphasized
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    HIV/AIDS – What Role for our Schools?
    (Daily Express, 2002) Rampersad, Joycelyn
    This article argues that the role of education, and in particular the role of schools, should be clearly articulated in the National Strategic Plan on HIV/AIDS. It also suggests that the plan should reflect the government's commitment to health and family life education (HFLE) in the school curriculum
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    Is anybody listening? Stakeholders' perspectives on the in-service Diploma in Education Programme at the School of Education, The University of the West Indies, St. Augustine Campus
    (School of Education, UWI, St. Augustine, 2012) Ali, Shahiba; Augustin, Désirée S.; Herbert, Susan; James, Freddy; Phillip, Sharon; Rampersad, Joycelyn; Yamin-Ali, Jennifer
    The Diploma in Education (Dip.Ed.) programme at the School of Education of The University of the West Indies (UWI), St. Augustine, provides initial training for teachers employed in the secondary school system in Trinidad and Tobago. In keeping with the tenets and stages of fourth generation evaluation research, stakeholders' perspectives were integral to the process of evaluating the Dip.Ed. programme, which was delivered during the period 2004-2009. Through purposive and stratified random sampling, focus group and individual interviews were conducted with three separate groups of stakeholders: principals, heads of departments, and deans from a sample of schools; and Central Administration officers of the Ministry of Education. Teachers who had graduated from the programme during the period were asked to complete a questionnaire. Data were analysed, using the NVIVO qualitative data analysis software, to determine stakeholders' issues, claims, and concerns. This article reports on these selected stakeholders' perspectives on the programme. Preliminary findings reveal the extent to which the current in-service Dip.Ed. programme meets stakeholders' expectations, and the benefits and limitations of the programme. The implications of the findings for teacher education and reform are discussed
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    Is anybody listening? Teachers' views of their in-service teacher professional development programme
    (School of Education, UWI, St. Augustine, 2013) James, Freddy; Phillip, Sharon; Herbert, Susan; Augustin, Désirée S.; Yamin-Ali, Jennifer; Ali, Shahiba; Rampersad, Joycelyn
    This paper reports on a segment of a research project that conducted an overall evaluation of the Diploma in Education (Dip.Ed.) programme provided by the School of Education of The University of the West Indies (UWI), St. Augustine for the period 2004-2009. The Dip.Ed. programme provides initial training for teachers employed in the secondary school system in Trinidad and Tobago. The overall study utilized the following models as theoretical and conceptual lenses: Guskey's (2002a) model of evaluating the impact of continuing professional development (CPD) on teachers' practice; and Guba and Lincoln's (1989) fourth generation evaluation model. This paper, which reports on the teachers' perspectives, presents findings on the extent to which the Dip.Ed. programme met their expectations, the benefits and limitations of the programme, and the impact of the programme on their practice. Data from teachers were gathered using an open-ended questionnaire, and were analysed with the NVIVO qualitative data analysis software. The paper considers the implications of these findings for the overall improvement of the Dip.Ed. programme and teacher professional development
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    Lower Secondary Science Teaching and Learning: A Glimpse into the Science Classroom Summary Report
    (School of Education, The University of the West Indies, St. Augustine, 2004) Herbert, Susan; Rampersad, Joycelyn; Akinmade, Christopher
    This is an exploratory study of a sample of 31 lower secondary science classrooms, representing the range of school types within the educational system in Trinidad and Tobago. It sought to answer the following questions: 1) What are teachers intensions when they plan and implement science lessons? 2) Do teachers encounter any problems as they enact the curriculum? 3) What strategies are being used to implement the lower secondary science curriculum? Specifically the study sought to investigate the processes and activities that teachers engage in as they plan for and implement the lower secondary science curriculum, in order to document what was happening ad to offer suggestions for improving practice in lower secondary science education.
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    Lower secondary science teaching and learning: A glimpse into the science classroom
    (School of Education, UWI, 2003-12) Herbert, Susan; Rampersad, Joycelyn; Akinmade, Christopher
    This is an exploratory study of a sample of 31 lower secondary science classrooms, representing the range of school types within the educational system in Trinidad and Tobago. It sought to answer the following questions: 1) What are teachers’ intentions when they plan and implement science lessons? 2) Do teachers encounter any problems as they enact the curriculum? and 3) What strategies are being used to implement the lower secondary science curriculum? Specifically, the study sought to investigate the processes and activities that teachers engage in as they plan for and implement the lower secondary science curriculum, in order to document what was happening and to offer suggestions for improving practice in lower secondary science education.
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    Lower secondary science teaching and learning: A glimpse into the science classroom
    (School of Education, UWI, St. Augustine, 2003-12) Herbert, Susan M.; Rampersad, Joycelyn; Akinmade, Christopher; Maharaj-Sharma, Rawatee
    This is an exploratory study of a sample of 31 lower secondary science classrooms, representing the range of school types within the educational system in Trinidad and Tobago. It sought to answer the following questions: 1) What are teachers' intentions when they plan and implement science lessons? 2) Do teachers encounter any problems as they enact the curriculum? and 3) What strategies are being used to implement the lower secondary science curriculum? Specifically, the study sought to investigate the processes and activities that teachers engage in as they plan for and implement the lower secondary science curriculum, in order to document what was happening and to offer suggestions for improving practice in lower secondary science education
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    Lower secondary science teaching and learning: A glimpse into the science classroom: Summary report
    (School of Education, UWI, St. Augustine, 2004) Herbert, Susan M.; Rampersad, Joycelyn; Akinmade, Christopher; Maharaj-Sharma, Rawatee
    This is a summary of the results of an exploratory study of a sample of 31 lower secondary science classrooms, representing the range of school types within the educational system in Trinidad and Tobago. It sought to answer the following questions: 1) What are teachers' intentions when they plan and implement science lessons? 2) Do teachers encounter any problems as they enact the curriculum? and 3) What strategies are being used to implement the lower secondary science curriculum? Specifically, the study sought to investigate the processes and activities that teachers engage in as they plan for and implement the lower secondary science curriculum, in order to document what was happening and to offer suggestions for improving practice in lower secondary science education
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    Lower secondary science teaching and learning: An inventory of apparatus and materials
    (School of Education, UWI, 2003-12) Rampersad, Joycelyn; Herbert, Susan
    This is a summary of the results of a survey of the apparatus and materials to support lower secondary science in 54 of the 115 schools that existed at the time the research was undertaken. The sample reflects approximately equal percentages of the various school types. The study sought to obtain an overall picture of the availability and adequacy of resources to support practical work, and to obtain some information about the challenges or problems faced by lower secondary science teachers in their attempts to use or access resources for practical work.
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    Lower secondary science teaching and learning: An inventory of apparatus and materials: Summary report
    (School of Education, UWI, 2004) Rampersad, Joycelyn; Herbert, Susan
    This is a summary of the results of a survey of the apparatus and materials to support lower secondary science in 54 of the 115 schools that existed at the time the research was undertaken. The sample reflects approximately equal percentages of the various school types. The study sought to obtain an overall picture of the availability and adequacy of resources to support practical work, and to obtain some information about the challenges or problems faced by lower secondary science teachers in their attempts to use or access resources for practical work.