2013 UWI Schools of Education Biennial Conference

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Mathematics anxiety and the primary school teacher [PowerPoint presentation]
(2013-06-24) Jaggernauth, Sharon
This study sought to explore the relationship between mathematics teaching anxiety, and mathematics teacher efficacy and mathematics avoidance, among a small group of primary school teachers in Trinidad, by gender, age, and years of teaching experience. Data were collected from 68 participants who were selected using criterion-based selection. It was found that: 1) mathematics anxiety was not evident among participants; 2) higher anxiety was associated with lower efficacy and higher avoidance, 3) teacher variables did not significantly influence anxiety, avoidance, and efficacy, 4) older and more experienced teachers reported marginally higher anxiety and avoidance, but lower efficacy than younger and less experienced ones., and 5) female teachers reported marginally lower anxiety and avoidance, but higher efficacy than males
Student differences in academic self-efficacy: Relating gender, grade level and school type to self efficacy [PowerPoint presentation]
(2013-06-24) Thwaites, Karen
This study sought to (a) investigate the differences in the levels of academic self-efficacy of Jamaican students with respect to gender, grade level, and school type; and (b) explore the sub-constructs that are believed to underpin the academic self-efficacy beliefs held by the students. A questionnaire was used to collect data from 269 Grade 7 and Grade 9 students randomly selected from four purposely selected schools located in Kingston, Jamaica. Results showed that 1) female students had significantly greater academic self-efficacy than their male peers; 2) the academic self-efficacy levels of the students declined as they advanced through secondary school; and 3) there were significant differences between the academic self-efficacy of students depending upon the type of school they attended
Deagriculturalization, industrialization, deindustrialization, postindustrialization, and Black academic underachievement in the United States and United Kingdom
(2013-06-24) Mocombe, Paul C.; Tomlin, Carol; Wright, Cecile
This article focuses on how the capitalist processes of deindustrialization and postindustrialization in the United States (US) and the United Kingdom (UK) contributed to and perpetuates the academic underachievement of black American and black British Caribbean youths in the US and UK, respectively. It is concluded that, contemporarily, the academic achievement gap between black Americans and whites in the US, and black British Caribbean youths and whites in the UK, is a result of what Paul C. Mocombe (2010) refers to as "a mismatch of linguistic structure and social class function," grounded in the relational processes of the capitalist social structure of class inequality of the two societies. In other words, the reason that 1) blacks have more limited skills in processing information from articles, books, tables, charts, and graphs compared with their white counterparts; and 2) the students who lose the most ground are the higher-achieving black children is due to the linguistic structure and social class functions of the black underclasses in the US and UK , which, with the help of corporate finance capital, have become the bearers of ideological and linguistic domination for young black folks around the world. The article offers Mocombe's "mismatch of linguistic structure and social class function" as an heuristic tool for guiding future research on the black/white achievement gap in the US, UK, and globally
The eConnect and Learn curriculum change in Trinidad and Tobago: The voice of the teacher [PowerPoint presentation]
(2013-06-24) Mitchell, Beular; Harry, Sharmila
The eCAL curriculum initiative-one-to-one computing-was introduced into the secondary school system in Trinidad and Tobago in 2010 in an attempt to improve student performance through the infusion of technology into the curriculum. The project is in its third year but, to date, there has been no comprehensive, empirical study on teachers' concerns about the implementation of the eCAL curriculum change. This qualitative case study seeks to examine the concerns of 10 teachers in three different types of secondary schools in the St. Patrick Educational District in Trinidad about the implementation of the eCAL initiative and to explore factors that influence teachers' concerns. The study uses the analytical framework of the Concerns Based Adoption Model (CBAM), with specific focus on the stages of concern dimension. It is anticipated that the findings of this study will help local policymakers and facilitators to develop effective strategies in the realm of curriculum implementation and change. Additionally, the findings will also corroborate the corpus of literature on the management of change and add to the local knowledge base on curriculum implementation theory
Re-evaluating focus, forum and frontiers within the academic writing classroom [PowerPoint presentation]
(2013-06-24) Watson, Danielle
The enforcement of quality assurance stipulations at tertiary institutions has renewed the drive within academia to evaluate, defend, and revise educational practices. Stakeholders from the corporate world, other faculties, and the student body are being invited into "academic domains" to provide feedback on the applicability of courses to their outlined objectives, goals, and purposes. Educators within the area of Academic Writing are given the responsibility of preparing university students to "write" at a standard deemed acceptable and appropriate, with the aim of fulfilling their discipline-specific writing requirements. Despite attempts made by educators, there is a shared sentiment by most stakeholders about students' inability to write. There is the collective recommendation of increasing the writing requirements in Academic Writing courses, matched with issues of students and educators becoming overwhelmed by writing and feedback demands respectively, as well as time and budget constraints. This study seeks to derive an actionable direction for Academic Writing at the tertiary level. It will therefore review course content, teaching strategies and forums, while also examining pedagogical advances in the field, with the primary aim of improving teaching and learning within the Academic Writing classroom
Primary school Spanish theatre production as a strategy for building confidence in student teachers [PowerPoint presentation]
(2013-06-24) Cooper, Mariette; Govia, Rouven D.; Persad, Aarti
Theatre pedagogy in foreign language learning and teaching has been in use for over 30 years, but in Trinidad and Tobago no research has been done to assess its usefulness in teacher education. The Ministry of Education recognizes that one factor preventing teachers from effectively delivering Spanish in primary schools is low confidence. To address these issues, a study was done to examine the usefulness of theatre as a sound strategy to advancing pre-service teachers' learning and confidence in Spanish. It focuses on a group of 14 teacher trainees at The University of Trinidad and Tobago (UTT), who, in 2012, created short plays in Spanish with cross-curricular content and performed them at primary schools throughout Trinidad and Tobago over a six-week period. A questionnaire was administered to them after all the performances of the plays to gain some insight into how they perceived their confidence before and after the theatre productions. Results showed: 1) a dramatic increase in confidence in oral and listening skills, which was attributed to the oral/aural nature of theatre with a high level of speaking practice done (pronunciation, intonation, stress); listening for cues in the plays; and listening to other plays which were new material; 2) a minimal increase in reading skills, which appeared to be due to lack of a clear understanding of what reading is: Reading comprehension vs. Reading aloud; and 3) an increased confidence in writing. This study reinforces the effectiveness of this strategy in the current B.Ed. programme and for potential inclusion in the national Primary Spanish syllabus
Teachers' issues: A case for mental health [PowerPoint presentation]
(2013-06-24) Reece-Peters, Cecilia
Mental health has been described as "a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community." In this positive sense, mental health is the foundation for individual well-being and the effective functioning of a community (WHO, 2010). Despite the fact that the concept of mental health takes everyone into consideration, within the context of schooling in the Caribbean, there seems to be a perception that any attempt at mental health interventions should be exclusively for the student population. Counselling programmes at primary schools, for example, target students while members of staff are given little or no consideration. This paper presents the findings and analysis of the mental health issues identified by two cohorts of third-year in-service primary school teachers. in Trinidad and Tobago. The issues described by the teachers are considered as "mental health symptoms." Recommendations are made for Caribbean primary school health interventions to develop and implement an assessment and management approach to teachers' mental health
Altering the pedagogy of Caribbean teaching: Beyond the new "chalk and talk"
(2013-06-24) Francis, Lovell
This paper attempts to assess the current trend of integrating the use of technology into the classrooms of tertiary level institutions like the University of the West Indies at St Augustine. This thrust has for example, seen the use of laptops, multimedia projectors and various other advanced paraphernalia becoming items of customary usage in the classroom. It notes, however, that while this move is generally laudable and has assisted in the effective conveyance of needed information to students, if used incorrectly it can be pedagogically flawed and easily lends itself to bad classroom practices and ineffective teaching. In delineating the aforementioned the paper also attempts to illustrate that in many circumstances instead of promoting and creating innovative and lively teaching and learning experiences, the use of technology has been concomitant with the rise of a new culture of "chalk and talk" in the classroom that is inimical to the requirements of effective teaching and learning at the tertiary level. It concludes by asserting for it to be truly meaningful the use of technology in the classroom must not be considered a "conceit" but instead must be seen as a necessary conduit of the wider well established practices of a student-centred education
Determining the attitudes, barriers, and perceptions of faculty and administrators to distance education at a community college in Jamaica [PowerPoint presentation]
(2013-06-24) Williams, Verona
This study sought to determine the perceptions, attitudes, and barriers of faculty and administrators to the implementation of distance education at a community college in Jamaica, and to generate the information that would inform strategies to remove barriers in order to facilitate future adoption and implementation of online teaching and learning. A survey was administered to faculty and administrators at the college to determine perceptions, attitudes, and barriers that would verify whether the college could adopt and implement a distance education programme. The factors were examined and reported from the standpoint of two categories: full-time and part-time faculty and administrators. The participants included the principal, vice principals, heads of departments, laboratory technicians, and library, registry, and office staff and faculty. Results of the data analysis showed that (a) faculty and administrators showed a positive attitude to the adoption and implementation of distance education; (b) the younger the faculty and administrator the more technological skill he/she possesses and uses; (c) the younger the faculty and administrator the greater the chance for the adoption and implementation of distance education at the college; (d) faculty and administrators possess two types of technological skills: manipulative or hands-on and electronic presentation skills; (e) there are five significant factors that facilitate distance education; and (f) eight barriers that would affect the adoption and implementation of distance education at the college
Holistic assessment in Portuguese as a Foreign Language at UWI St. Augustine: A case study of the introduction of CELPE-BRAS correction grid [PowerPoint presentation]
(2013-06-24) Kurcbaum Futer, Miriam; Sampaio Farneda, Eliete
This study sought to analyse the results of the implementation of the correction grid of the Celpe-Bras Proficiency Exam as an assessment tool of students' writing in Portuguese as a Foreign Language, at the St. Augustine Campus of The University of the West Indies (UWI). A comprehensive analysis of the students' activities showed how this assessment approach promoted students' language development. The study showed that assessing students' work holistically increased their motivation in writing and also increased their self-esteem as language users. Students were encouraged to produce more and longer samples of writing as both form and content were highly valued. The study supports the adoption of a student-centred pedagogy in both learning and testing, as it demonstrated that an effective assessment tool could help students fulfil their intended linguistic and communicative goals
Post graduate Diploma in Education students' perspectives about the factors that contribute to effective classroom practice at the secondary school [PowerPoint presentation]
(2013-06-24) Ramsawak-Jodha, Nalini
Based on the perceived need for information from the developing world about secondary school teachers' perspectives on the factors that contribute to effective classroom practice, this study sought to determine 1) how the factors that contribute to effective classroom practice from the literature correspond with those identified by the PG Diploma in Education (Dip.Ed.) students at the School of Education at the St. Augustine Campus of The University of the West Indies; 2) whether there are differences in perceptions about the factors that contribute to effective classroom practice with respect to (a) age, (b) gender, (c) environmental context, and (d) subject taught; 3) whether teachers' perspectives of the factors that contribute to effective classroom practice differ after they complete the Dip.Ed. programme; and 4) the relationship among the factor groupings that contribute to effective classroom practice. A questionnaire was used to collect data from the 86 (20 male and 66 female) in-service teachers enrolled in the Dip.Ed. in 2010. Results of the data analysis suggest that the factor groupings are different to the original ones suggested. No significant differences in perceptions appear to exist. Further analysis is being carried out
Birds in the school yard: The impact of a science inquiry unit on local bird ecology on the environmental attitude and knowledge of Grade 4 Trinidadian students [PowerPoint presentation]
(2013-06-24) Kalloo, Rowena
In Trinidad and Tobago, teaching environmental science as situated knowledge at the primary level can be challenging because of a scarcity of resources and knowledge of local natural environments. This study raised questions on the extent to which a module on bird ecology could influence environmental attitudes of Trinidadian, primary schools students. Research suggests that children's attitudes to the environment are shaped by multi-sensory, inquiry-driven learning experiences in nature. It was predicted that there would be a high probability of an increase in students' pro-environmental attitudes and knowledge of local birds after exposure to the module. Twenty six, Standard 4 students in a low-income, urban environment were introduced to an eight-week multisensory, interactive module on local bird identification and ecology, which included an out-of-school field trip to a nature centre. Students' environmental attitudes were measured using questionnaires before and after treatment. Data were supplemented with qualitative observations, interviews, and a participatory mapping exercise. Statistical analysis indicated a significant difference in environmental attitudes (p=0.05), indicating that changes to attitudes were statistically significant and may be related to the quality of the intervention. The potential and challenges for introduction of this module into the local primary system of Trinidad and Tobago is discussed
Crossing boundaries: Investigating learning among the "digital natives" pre-service teachers [PowerPoint presentation]
(2013-06-24) Roberts, Leesha; Wilson, Ayles-Anne
Based on Prensky's definition of "Digital Natives," this study seeks to find out whether the "digital natives" of The University of Trinidad and Tobago (UTT) are utilizing their social information and communication technology (ICT) skills academically and collaboratively. It seeks to determine whether: 1) there are any pre-service "Digital Natives" within the UTT Bachelor of Education (B.Ed.) Programme, as defined by Prensky; 2) these UTT "digital natives" transfer the plethora of ICT technologies they utilize socially to their academic course of study in a cooperative and collaborative way while at UTT; and 3) the "digital natives" of the UTT B.Ed. Programme believe that the use of ICT enhances their learning experiences as they work cooperatively and collaboratively within their courses. Results showed that there are pre-service "Digital Natives" within the UTT BEd. Programme who fall into the category defined by Prensky (2001), and that this generation of students is comfortable with their ICTs and have been transferring their social ICT skills to their academic course of study. Generally, students are positively utilizing ICT collaborative tools to complete group work within their courses
Preparing educators in TVET for building human capacity in the Caribbean [PowerPoint presentation]
(2013-06-24) Morris, Halden A.
Human capacity development has been compromised in the Caribbean because of lack of proper preparation of educators for technical and vocational education and training (TVET). Many have argued that the preparation of skilled workers is a key issue for the competitiveness of economies all over the world. The debates are focused on delivering quality teacher education to deliver training of teachers of future workers in the global economy, while respecting the diversity of social, economic, and cultural situations. TVET teacher training programmes are also integral in producing competent academic professionals in this sector of education. To this end, Coolahan (2002) argued that the future well-being of the teaching profession is of critical importance. He further claimed that "it is only intelligent, highly skilled, imaginative, caring and highly educated teachers who will be able to respond satisfactorily to the demands placed on the education sector in developed societies." The paper therefore seeks to identify the shortcomings of technical and vocational teacher training programmes that prepare these professionals in the Caribbean, and makes recommendations for improving these programmes to meet the demands of TVET in the growing economies
Peer mentoring using teachers' own research findings [PowerPoint presentation]
(2013-06-24) Ramroopsingh, Mitra
Recognizing that B.Ed. and Dip.Ed. graduates can experience career stagnation if they are not afforded opportunities/avenues for continued professional development, this presentation sets out to explore involvement in ongoing professional pursuits, in their professional settings, as one such avenue. It examines one trained science teacher's experiences as a mentor overseeing the mentoring of a novice, untrained science teacher and her own professional development at an all-girl, board-assisted secondary school in the Victoria District, Trinidad. Data were collected through interviews and reflective journals. A model for establishing an effective mentoring programme was developed, which posits that three conditions must be in place: the players, learning, and needs considerations. The players involved engage in learning through reflection, enactment, and growth. The enablers and barriers to mentoring as identified by the mentor are also be discussed
Prevalence estimates of special educational needs: A focus on emotional and behaviour disorders [PowerPoint presentation]
(2013-06-24) Carrington-Blaides, Elna
This study seeks to (a) provide accurate estimates of special education needs (SEN) in Trinidad and Tobago, with specific reference to emotional and behavioural disorders, by using up-to-date and relevant data; and (b) suggest some strategies for the resolution of data issues related to establishing up-to-date prevalence estimates of students with SEN. Data were collected from participants who were randomly selected form 23 primary schools throughout Trinidad and Tobago, and from informal interviews with stakeholders. The study is subdivided into five sections 1) early childhood, 2) primary, 3) secondary, 4) tertiary, and 5) special schools. Preliminary results suggest that Learning Disabilities are the most prevalent category of SEN. Other high incidence disabilities such as Emotional/Behavioural disorders and Attention Deficit Hyperactive Disorder (ADHD) are prevalent in schools, with a high percentage of comorbidity among various categories. Issues of definition, assessment, and culture impact up-to-date estimates of students with SEN. These findings are critical in the process of guiding relevant policy decisions for inclusive education
Educational tools for cultural identity and sharing meetings [PowerPoint presentation]
(2013-06-24) Henry, Charmaine A.
Jamaican proverbs, in their seeming obscurity and obvious profundity, can be quite entertaining. However, like African proverbs, their principal role as a potent creative educational tool, which fosters shared meaning and prepares individuals for the 'school of life,' ought not to be under-estimated (Abubakar, 2011; Hudson, 2009). Jamaican proverbs are indigenous and reformative, utilizing colourful Creole metaphors, humour, and pastoral imagery embedded in African/European cultural situations that encourage, empower, correct, guide, and promote imagination (Williams, 2009). This autoethnography examines the extent to which my mother's use of Jamaican proverbs in my upbringing has given me a deeper understanding of myself and my students, and has shaped my classroom experiences as a media and communication educator. My study induces the practice of self-reflexivity in my dual roles as student/child (at home) and educator/'parent' (in the classroom) at a Jamaican undergraduate media and training institute. It bears out many similarities between my experiences and those of my students: we share past and present Caribbean realities in a dynamic context such as Caribbean tertiary education, with strong colonial retention that oftentimes is unfriendly toward new trends such as Creole in Caribbean education (Devonish, 2012)
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
Pre-service beginning teachers' beliefs, expectations and other teacher preparation issues of the practicum
(2013-06-24) Gowrie, George; Ramdass, Mala
This study examined the extent to which there were changes in pre-service teachers' beliefs, expectations and other teacher preparation issues over a four-year period at The University of Trinidad and Tobago (UTT). The study was guided by the conceptual framework of Calderhead and Shorrock (1997)-the personal, critical, academic, practical, and technical orientation-and compared pre-service teachers' reflections on these five components before and after their exposure to the practicum at the university. The participants in the study were 36 pre-service beginning teachers who were never exposed to any teacher training programme. There were 212 males and 24 females whose average age was 24 years. Data were collected through in-depth semi-structured interviews at the beginning and the end of the four-year period. The data analysis identified five categories consistent with the conceptual framework of the study: beliefs and expectations, mentorship support, resource adequacy, content and pedagogical knowledge, and adequate classroom experiences. The findings suggested there were some changes in pre-service beliefs and expectations and other preparation issues. There were also mixed messages from the beginning teachers with regard to adequate resources, mentorship support, and classroom experiences. Recommendations are made for the continuing professional development of these novice teachers
Industrial technology in secondary schools: Implications for the teacher education programmes at UTech, Jamaica [PowerPoint presentation]
(2013-06-24) Palmer, Courtney; Samuels, Richard
This study sought to evaluate the Industrial Technology programme at the secondary level and the implications for enrolment in the Faculty of Education and Liberal Studies, University of Technology (UTech), Jamaica. A total of 186 students were randomly sampled from three co-educational institutions in the Corporate Area of Jamaica (one technical, one traditional, and one newly upgraded high school), and 11 teachers were chosen by purposive sampling from the same three schools. Two sets of questionnaires were used to collect data from the students and teachers respectively, as well as interviews, observation, and lab audits with field notes. The findings revealed that the context in which the Industrial Technology Programme was being offered was viewed positively by both teachers and students. However, the decisions of administration were seen to be a hindrance. Among the things administration should ensure are retooling the labs, renovating existing facilities, and streamlining more capable students to the Industrial Technology programme. In addition, the Industrial Technology syllabuses were designed to adequately prepare students for transition to tertiary level institutions. However, the findings revealed that students who met, as well as those who fail to meet, matriculation requirements opted to seek employment due to financial constraints

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