Browsing by Author "Taylor, Ewart"
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Item A perception of the Quality Assurance Capability (QuAC) of a teacher's college in Trinidad and Tobago(NIHERST, 1994) Taylor, Ewart; Alleyne, Ruby S.This paper is concerned with the possibilities and problems that a teachers' college in Trinidad and Tobago has, in attempting to develop and sustain a Quality Assurance Capability (QuAC). An examination of the existing models, concepts, and characteristics of quality assurance and tertiary level education was carried out. Following this, systems analysis was used as a means of determining the extent to which a teachers' college measured up to the prevailing conceptions of quality assurance. It is concluded that, in almost every feature of a teachers' college organization, there were severe constraints on the manifestation of genuine quality, since the necessary mechanisms for quality assurance are either underdeveloped or totally lackingItem Diploma in Education Programme 1976/77: Teacher-Pupil Relationships in Adolescence(1976-07) Taylor, Ewart; Braithwaite, H.; Panel of students; Narinesingh, Roy; Holloway, S. H.; Reay, J. F.This item contains the following sessions: The changing adolescent, youth culture in adolescence, youths speak for themselves, responding to pupils as persons, disciplines in the classroom, and on the spot decisions.Item A Perception of the Quality Assurance Capability (QuAC) of a Teachers' College in Trinidad and Tobago(NIHERST, 1994) Taylor, EwartThis paper is concerned with the possibilities and problems that a teachers’ college in Trinidad and Tobago has, in attempting to develop and sustain a Quality Assurance Capability (QuAC). An examination of the existing models, concepts, and characteristics of quality assurance and tertiary level education was carried out. Following this, systems analysis was used as a means of determining the extent to which a teachers’ college measured up to the prevailing conceptions of quality assurance. It is concluded that, in almost every feature of a teachers’ college organization, there were severe constraints on the manifestation of genuine quality, since the necessary mechanisms for quality assurance are either underdeveloped or totally lacking.Item Teacher Morale(1978-12-12) Taylor, EwartItem The democratization of the educational system of Caribbean countries: The case of Trinidad and Tobago(1992) Taylor, EwartThe democratization of educational systems in the Caribbean is seen as a significant issue demanding immediate and urgent attention, given the elitist type of market democracy experienced in the historical development of these societies. This paper examines the nature of education along a totalitarian/democracy continuum and discusses the dominance of market forces in Caribbean education. The pattern of curricular design in Trinidad and Tobago is examined, and the need for professional development of educators at all levels of the educational system is highlighted.Item Women in School Administration: Exclusion and Isolation(Faculty of Education, University of the West Indies, 1995) Taylor, EwartThis paper explores discrimination against women in education, but more particularly, their experiences in administration. It uses two associated concepts as a partial means of explaining their under-representation in the area. The first of these – exclusion—as viewed as “prohibiting” access to administrative posts; and the second – isolation—is stipulated to be a reduction of substantive decision making relative to men in similar posts. Both the review of the literature and the survey data showed that there was a strong tendency, especially during the mid-1980s, for women to be under-represented in the field of practical educational administration and related research publications. The data in Trinidad and Tobago also substantiated the worldwide trends. The paper ends by examining the theories that purport to explain gender bias and it also supports the use of each, or an appropriate synthesis of a few of them, wherever possible, as an explanatory device. Recommendations are made with respect to how women may work to improve their numbers and make substantive contributions to the theory and practice of educational administration.