Browsing by Author "Wintz, Godryne"

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    Guyanese children's perceptions of the play experience [PowerPoint presentation]
    (2013-07-16) Wintz, Godryne
    Children's play is often trivialized and is generally assumed to be something "easy," non-serious, simply fun, and interesting. This study questions adult-centric constructions and assumptions of play as trivial, enjoyable, interesting, and stress-free activities for children. Two key aspects that steered the research were: children had valuable perspectives on their own play experiences, and an awareness of the need to articulate children's perspectives. The aim of the study was to examine Guyanese children's perception of their play experience. Consequently, the research question addressed was: What meanings do children ascribe to their play? Twelve five-year-olds from one private nursery school participated in the study. The study draws upon ethnographic data obtained via participant observations and photo-elicitation interviews. Field notes and transcripts of audio-recorded talk during play interactions in the school setting, and the photo-elicitation interviews facilitated the analysis of the data. Findings revealed that children's perceptions of play widely contrast with adult-centric constructions of play as easy, unimportant and non-serious activities for children
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    Old technology - New experience: Teachers' and pupils' reactions to Interactive Radio Instruction (IRI) in grade two mathematics classrooms in Guyana
    (2013-06-24) Wintz, Peter; Wintz, Godryne
    The paucity of trained and qualified teachers, and poor mathematical attainment at the primary school level, triggered the introduction of the cost effective Interactive Radio Instruction (IRI) mathematics programmes in Guyana. This study examines teachers' classroom practices, and explores teachers' and students' reaction to IRI in Grade 2 mathematics classrooms. The questions addressed were: 1) How are children reacting to the Grade 2 Interactive Radio Instruction? 2) What challenges do teachers experience in delivering Interactive Radio Instruction lessons? 3) What is the nature of Grade 2 teachers' classroom practice? Data for this study were collected through 10 focus group interviews involving 52 students, individual interviews with 30 teachers, and 38 classroom observations. The findings revealed that pupils reacted positively to the IRI radio programme, which was probably linked to their successful classroom experiences. Most of the teachers expressed reservations for the IRI methodology although it employed a wide range of teaching strategies. However, there seems to be a lack of accountability for students' learning. The lack of preparation and leadership by the teachers resulted in ineffective management of students' learning. One-third of the teachers observed had unsatisfactory classroom practices, and they were worse at addressing students' misconceptions
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    The Journal of Education and Humanities, Vol. 3, 2020
    (Faculty of Education and Humanities, University of Guyana, 2020) Medford, Jill; James-Kippins, Winifred; Cage-Smith, Elodie; De Lisser, Tamirand Nnena; Wilkinson, Charlene; Wintz, Peter; Joong, Peter; Wintz, Godryne
    This Journal of Education and Humanities contains six journal entries. These are: School Culture and its Implications for Teaching and Learning: A Case Study of a Secondary School in Guyana, Bridging the Gap - Inclusive Education in Guyana, Rereading Jan Lowe Shinebourne’s Timepiece Against the Backdrop of Guyana’s Imminent Oil and Gas Era, Portals Amidst the Deep, Attitudes of Hinterland and Coastland Teachers towards Guyanese Creole, Integrating of Environmental Education into the Mathematics Curriculum: Effects on Pupils’ Performance and Environmental Awareness.