UWISpace Repository :: Browsing by Author "Worrell, Patricia"

Browsing by Author "Worrell, Patricia"

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Action Research and Teacher Education, Part 1
(Daily Express, 2006-10) Worrell, Patricia
Part 1 of this article notes that the School of Education at the St. Augustine Campus of The University of the West Indies (UWI) has included an action research component as a core element of its certificate and diploma programmes as one means of addressing the demand for more effective programmes of teacher education. However, it is also noted that the benefits of action research are not being realized in schools because of the negative reactions experienced by student teachers returning to schools and attempting to implement action research interventions. It is suggested that teacher education institutions should seek to design interventions that will include whole schools in the cycle of research
Action Research: Fruitful Collaborations, Part 2
(Daily Express, 2006-11) Worrell, Patricia
The second part of this article makes the case for collaborative action research as one way to help to ensure that positive changes occur in schools and classrooms. It makes suggestions for the specific arrangements that need to be put in place to ensure fruitful collaboration
Addressing cultural diversity in a Creole space: The SEMP language arts curriculum
(School of Education, UWI, St. Augustine, 2004) Worrell, Patricia
Proposals for curriculum reform under the Secondary Education Modernisation Programme (SEMP) call for a curriculum that respects diverse cultural experiences of students in Trinidad and Tobago, and that gives all students the opportunity to develop to their full potential, regardless of culture. This paper reports on an analysis of the curriculum proposed for a core subject in the proposed curriculum, Language Arts. The curriculum document was analysed, using qualitative content analysis techniques, to determine its orientation, as reflected in its approach to dealing with issues of cultural diversity. It was found that while the curriculum reflected an orientation to social relevance in dealing with other aspects of students' cultural experience, in addressing students' language experience, it remained largely traditional in its orientation. The paper discusses implications for teaching and learning Language Arts at the secondary level
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
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.
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.
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
Building Strong Cultures
(Daily Express, 2004-03) Worrell, Patricia
In this article, the author reminisces about the characteristics of her primary school that demonstrated what is now valued as a "strong school culture."
Calming Fears About CAPE
(Daily Express, 2003-06) Worrell, Patricia
This article addresses the fears of educators, students, and parents in Trinidad and Tobago about the country's participation in the Caribbean Advanced Proficiency Examination (CAPE) administered by the Caribbean Examinations Council (CXC). It locates the reason for this fear in the absence of an effective communication strategy for the diffusion of the innovation, and provides suggestions on the elements of such a strategy
Change and Learning Communities
(Daily Express, 2003-05) Worrell, Patricia
This article reflects on the difficulties experienced by many educators who would like to embrace change, and advocates the development of schools as learning communities to respond to inevitable changes in the environment. It concludes that until we establish communities where people will feel supported in their efforts to learn and grow, but will also expect that those efforts will be subjected to analysis, without any derogatory implications for themselves, educators will be reluctant to risk change
Cultural Studies: A Space for Education
(Daily Express, 2004-01) Worrell, Patricia
This article examines the importance of Cultural Studies to education in the Caribbean. It notes that Cultural Studies has a significant role to play in helping educators to understand some of the cultural phenomena that have helped to silence Caribbean students and make their school experience "inhumane," and in proposing models of education to address the urgent problems identified
The Curriculum and Sustainable Development
(Daily Express, 2006-05) Worrell, Patricia
Against the background of the visible evidence of the limited understanding of sustainable development displayed by citizens of Trinidad and Tobago, as reflected in the destruction of landmarks and features of the physical environment and the growing disrespect for human life, this article suggests that the society must acknowledge the need for education for sustainable development. The article argues that two fundamental criteria for assessing a school's curriculum for sustainable development must be (a) the nature of the school's physical environment and (b) the quality of human relationships
Dancing with Many Partners, Part 1
(Daily Express, 2007-05) Worrell, Patricia
While applauding the attempts to involve the wider public in the education decision-making process in Trinidad and Tobago through a consultative process, Part 1 of this article warns that if the consultative process is to achieve its intended effects, some sensitivity to its demands is vital
Dancing With Many Partners, Part 2
(Daily Express, 2007-05) Worrell, Patricia
The second part of this article provides suggestions on how to prevent cynicism about the consultation process and make consultations accessible, feasible, and engaging
In Times of Crisis
(Daily Express, 2006-05) Worrell, Patricia
This article seeks to respond to the society's questions about the role of education in addressing the various social and cultural ills being manifested. However, it cautions that before rushing to establish a new educational agenda, there is need to identify the areas in which the greatest efforts should be directed, and which strategies might have the best long-term effects
New Agendas for Caribbean Education
(Daily Express, 2007-04) Worrell, Patricia
This article welcomes the theme of the Biennial Conference in Education taking place at the St. Augustine Campus of The University of the West Indies (UWI), namely, "Reconceptualising the Agenda for Education in the Caribbean," which is seen as being very timely. It argues that three overarching concerns must inform any attempt to reconceptualize the education agenda in the region: 1) how to establish more effective relationships between schools and their communities, 2) how to use information and communication technologies (ICTs) more effectively, and 3) how to design more effective approaches to educational research
Participating in a virtual learning community
(School of Education, UWI, St. Augustine, 2008) Worrell, Patricia
Over the course of one semester, 25 students enrolled in a postgraduate course in curriculum were registered as members of a virtual classroom. A discussion board was used to promote the development of a virtual learning community, and to create a safe place and a more flexible time frame in which students enrolled in the course could explore ideas in more depth and could be more reflective about their practice than would normally be possible in the physical classroom. An exploratory case study was conducted in an attempt to understand whether and how participants in the course cultivated and supported a sense of community on the board, and to identify strategies students used on the discussion board to conduct critical exploration of major concepts encountered in the course. Ethnographic methods were used to collect data. Initial findings suggest that although participation on the discussion board helped to foster a sense of community, not all students experienced such a sense of community or benefited from the experience. However, students' interactions on the board revealed improvement in the ability of most to think critically about key concepts and about their own professional experiences
“People Who Live By the Mind”
(2003-10) Worrell, Patricia
This article reflects on the failure of many proposals by experts for change and improvement in the formal education sector in Trinidad and Tobago. It surmises that one answer for this failure may lie in the types of relationships that have traditionally existed between people who "live by the mind" and the people doing battle in the educational trenches. The article suggests that the role of the university should be to establish partnerships with practitioners to solve problems that the practitioners identify as urgent
A Place for Spirituality
(2005-01) Worrell, Patricia
This article examines the justification for including a spiritual dimension in the planning of formal education programmes. It argues that the society needs to determine, once and for all, what it believes about the role of spiritual education in the lives of our children. If it is determined to be important, then the article suggests that educators will be required to approach the process of planning and implementing the curriculum in a way that recognizes human beings as spiritual beings
Raising Our Standards
(Daily Express, 2006-06) Worrell, Patricia
This article examines the challenges posed to education planners by a standards-based approach

Browsing by Author "Worrell, Patricia"

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