Caribbean Curriculum

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Urban students' ideas about the "heated" body: Implications for science education
(School of Education, UWI, St. Augustine, 1999) Herbert, Susan M.
This paper presents the results of an investigation into lower secondary urban students' traditional beliefs about, and practices in, health related matters. The students were between the ages of 11-15 years and attended a seven-year, single-sex school located in Port of Spain, the capital city of Trinidad and Tobago. The data were obtained through a written questionnaire, which was distributed to a class of 36 students, and semi-structured, focused interviews. The latter were conducted with a sample of 10 students, who gave at least 70 percent of the responses on the questionnaire in accordance with traditional practices and beliefs, and their parents. Grounded theory methodology was used to analyse the data, and the dominant traditional category that emerged was the concept of the "heated" body. The students and their parents gave consequences of inappropriate management of the heated body, and strategies that are recommended for the management of the heated body. The implications of this prior knowledge for the development of lower secondary science curricula in Trinidad and Tobago are discussed
The status of literature in six types of Trinidad secondary schools: Issues, implications, and recommendations
(School of Education, UWI, St. Augustine, 2003) James, Cynthia
A survey of teachers' perspectives on the status of literature in Trinidadian secondary schools suggested that the subject is dying. Teachers cited problems with reading, critical thinking, and students' lack of interest, singling out poetry as an area of little competence. Current deficiencies in teaching strategies suggest that teachers need to approach the language arts, on the whole, as a field of knowledge, amenable to and requiring scientific methods of approach, which teachers must perfect. A comparative survey of students suggested that teachers need to take into consideration the allure that technology holds for young people in planning their lessons. They also need to be aware that the secondary school population of Trinidad and Tobago is not homogenous, and requires varied strategies and teaching approaches to woo its varied cultures. Further recommendations of this paper include: (a) the training of secondary school teachers of English in the teaching of reading and remedial reading strategies; and (b) a focus on literature in all its genres, including non-fiction, especially for the upper levels of public secondary schools, and particularly to attract boys. It is felt that these policies, together, will promote a culture that will offset the literacy problems that affect schools, as well as enhance the preparation for adulthood that schooling offers
Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean
(School of Education, UWI, St. Augustine, 2003) Griffith, Anthony D.
This article examines the conceptual framework of social studies as held by a sample of primary school teachers, as well as their perceptions and classroom practices. A modified Social Studies Perception Scale (SSPS) was employed with a sample of 98 primary school teachers in seven islands of the Eastern Caribbean. Using percentages, means, and t-tests, it was found that: 1) while the majority of the teachers indicated a clear preference for the reflective inquiry approach to the teaching of social studies, their actual classroom practices appear to be at odds with their perceptions of the subject; 2) while younger teachers are initially reflective in their approach and practice, over time they increasingly become didactic knowledge transmitters; and 3) male teachers are far more likely to exhibit a reflective approach and practices than female teachers. The t-tests also revealed some significant differences between male and female teachers, and between younger and older teachers. These findings may have implications both for the selection of social studies teachers and for teacher preparation programmes in the Caribbean
Differences between elementary and secondary school teachers in Trinidad and Tobago on teacher self-efficacy
(School of Education, UWI, St. Augustine, 2003) Pierre, Phaedra N.; Worrell, Frank C.
This study examined self-efficacy in 77 primary and secondary school teachers, most of whom were taking an educational psychology course at The University of the West Indies (UWI). Participants completed Gibson and Dembo's (1984) Teacher Efficacy Scale (TES), Bandura's (n.d.) Teacher Self-Efficacy Scale (TSES), and two single items developed by researchers at the Rand Corporation. Primary school teachers reported higher levels of self-efficacy than did secondary school teachers on all variables. TES and TSES subscale scores resulted in moderate to high internal consistency estimates, with the TSES scores having higher scores on average. TSES scores also had stronger intercorrelations than did TES scores or RAND items. Number of Years of Teaching (NYT) was not related to self-efficacy, but a single global self-rating of teaching ability had moderate correlations with some efficacy variables. It is suggested that future research should examine the factor structure of TSES scores and the potential of increasing the self-efficacy of secondary teachers through teacher training
The principal as instructional leader; An annotated bibliography
(School of Education, UWI, St. Augustine, 2003) Fullerton-Rawlins, Janet
This bibliography brings together a selection of works on the principal as instructional leader. It does not attempt to be comprehensive in coverage, but attempts to provide a basic research tool for researchers on this subject. The bibliography is divided into three sections. The first section deals with the literature of the Caribbean. Because of the paucity of literature on the region, it was decided to include most of the relevant literature for which annotations could be provided, regardless of the date of publication. Although the second section is international in scope, the majority of the entries relate to the United States (USA). This section is very selective and only includes literature from 1990, with emphasis on the more recent literature. It is organized by the following areas in which the principal exhibits his influence as an instructional leader: 1) general leadership, 2) staff development, 3) student achievement, and 4) community involvement. The final section identifies some websites that should be useful for Internet research on this topic
Teacher participation in English curriculum development
(School of Education, UWI, St. Augustine, 2003) Steele, Godfrey A.
This article explores the nature, achievement, and implications of teachers' participation in English curriculum development by focusing on teachers' functions, defined as what teachers do. Responses to a questionnaire (n=79) and data from a subsample (n=12) collected from classroom observations, interviews, teacher self-ratings, and student ratings of teachers and their teaching were obtained from teachers in 14 secondary schools in North Trinidad. The study found that teachers have a mainly consultative role in curriculum development. The discussion of the data on teacher functions addresses three issues involved in teacher participation in English curriculum development: its nature, teachers' contribution, and the implications of such teacher contribution for individuals and institutions
Caribbean Curriculum, vol. 10
(School of Education, UWI, St. Augustine, 2003)
The social studies for a postmodern age
(School of Education, UWI, St. Augustine, 2004) Mohammed, Jeniffer; Keller, Carol
The social studies has remained an enigma for most of its existence. In rhetoric it is highly regarded; in the lived reality of schools it is perceived as a "soft option." This article traces its origins and development in different contexts, and the epistemological debates and conundrums that still obscure what a study of the social is. The politics of knowledge illuminates its low status in organizational settings such as schools. A case is made for a return to the foundational principles espoused by social theorists, who see a study of the social as essentially that of being human. This knowledge is vitally important in a postmodern age where contradiction and fragmentation are increasingly the norm. Finally, it is shown that the Human Development Paradigm rests squarely on a deeper appreciation of the social, which can come from a reformulated social study
Participation in extracurricular activities by students attending assisted and prestige schools in Trinidad
(School of Education, UWI, St. Augustine, 2004) Worrell, Frank C.; Bucknavage, Leah B.
Participation in 19 extra-curricular activities was investigated in 1,312 secondary school students attending assisted and/or prestige schools in Trinidad. The sample was 60 percent male, 21 percent African descent, 41 percent East Indian descent, and 30 percent Mixed descent. Research questions focused on mean number of activities and participation rates in activities by ethnicity and gender, and the relationship between extra-curricular participation and student achievement and attitudes. Results indicated that ethnic and gender groups participated in the same number of activities on average, although there were gender-stereotypical rates of participation in some activities. Participation in steelband, solo instruments, debating, and chess were associated with higher student achievement, as was length of time on student council. Females reported playing in steelbands at significantly higher rates than males, and students of East Indian descent reported higher rates of involvement in cricket and lower rates in steelband than their peers of the same gender
Caribbean Curriculum, vol. 11
(School of Education, UWI, St. Augustine, 2004)
Reconsidering the consequences: Gender differentials in performance and placement in the 2001 SEA
(School of Education, UWI, St. Augustine, 2004) De Lisle, Jerome; Smith, Peter
This paper provides an analysis of the gender fairness and consequences associated with the test design used for the 2001 Secondary Entrance Assessment (SEA) in Trinidad and Tobago. It is argued that the rationale for choosing the SEA test design emphasized the usefulness and purpose of the selection instrument, but failed to consider one significant consequence: the likelihood of adverse impact resulting from large performance differentials in favour of females. The study also tests the hypotheses that gender differences are (1) institution-specific and (2) vary across ability groups. The major findings were that patterns of gender inequity were complex and sometimes even contradictory, with females favoured on SEA composite total score, language arts, and creative writing and males favoured on the placement process. However, males and females performed similarly in mathematics. An analysis across different ability groups indicated that large differentials favouring females were more likely among students below the 50th percentile. On the other hand, among higher achievers, males performed just as well as females. The gender fairness of five alternative SEA test designs was evaluated using Willingham's (1999) social matrix
Breaking the silence: Using journals to stimulate self-evaluation toward change in the Trinidad primary school system
(School of Education, UWI, St. Augustine, 2004) James, Cynthia
Attempts at Caribbean education reform have traditionally suffered from lack of implementation and resistance to change. This paper argues that in Trinidad and Tobago, the slow march of education reform is compounded by the culture of silence that is institutionalized in the teaching profession. It posits that unless teachers become articulate about themselves, their students, and their practice in the classroom, recurrent top-down reforms are destined to fail. Against the background of a discussion of the cultural contexts of education in Trinidad and Tobago, and the fact that primary school teachers are subjecting themselves to repeated training with little apparent effect on the system, the paper evaluates the journals and the responses to journaling of 14 teachers enrolled in a Language Arts teacher education programme. The paper suggests that breaking the code of teacher silence could stimulate empowerment from within. With support, this empowerment could propel a tradition of documented Caribbean best practice toward building a base of regional educational research, generated by insights from the people in the trenches
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
A call to action: Will French survive this time in the school curriculum in Trinidad and Tobago?
(School of Education, UWI, St. Augustine, 2004) Carter, Beverly-Anne
This paper examines the interface between language planning and French language teaching/learning in Trinidad and Tobago. It does not revisit the larger policy issues on the role and status of French, but focuses instead on how a bottom-up approach to language planning is critical to ensuring the viability of French in the school curriculum. The paper argues that a bottom-up approach to language planning is more likely to contribute to a focus on renewal and revision, than has been possible to date with a top-down approach. In this regard, the paper offers some suggestions to French language teachers--an important group of stakeholders--since they can play a significant role in fighting attrition in French language learning. In conclusion, the paper suggests that while subject specialists must act as catalysts for renewal and revision, language policy and planning would be better served by a more comprehensive approach, including all teachers of language. Such a holistic would see educators recognizing the interconnectedness of their task, and ensuring that language planning is geared to nurturing the multilingual communicator of the future in today's classrooms
Formative approaches to constructing syllabuses for the Caribbean Advanced Proficiency Examinations
(School of Education, UWI, St. Augustine, 2004) Stephens, Cherryl
This paper examines the approaches used to construct syllabuses for the Caribbean Advanced Proficiency Examinations (CAPE). These approaches are described as "formative." Two principles undergird the major activities that drive syllabus development using this approach--the iterative and the widely consultative process, and the use of data from a variety of sources as a feedback mechanism. This formative approach to syllabus construction produces a document that is culturally relevant, authentic, and "fit for purpose"
Gender and academic achievement in math: An examination of the math performance data on seven to nine year olds in Trinidad and Tobago
(School of Education, UWI, St. Augustine, 2005) Brown, Launcelot I.
There is general concern in Trinidad and Tobago and the wider English-speaking Caribbean about the gender differential in performance on regional and national examinations. Previous studies had shown boys not performing as well as girls. Utilizing scores from the math component of the Continuous Assessment Programme (CAP), this study investigated whether the trend was evident among the younger primary school students. The final sample comprised 1,682 students in Standard 1, Standard 2, and Standard 3 (age group 7-9 years). Total scores, Z scores, scores for students attempting all items, and composite scores for the low-level and high-level items were computed. The proportion of boys and girls in the upper (z = 1.00) and lower (z = -1.00) tails of the distribution were examined, as was the gender differential in the number of students omitting test items. Overall, girls scored higher than boys, more boys than girls omitted items, and a significantly greater proportion of boys were in the lower tail of the distribution. The Hindu schools were the exception to this general finding. The non-response to items could be addressed by schools teaching test-taking skills. However, more important may be the underlying reasons for the phenomenon, and the implications for boys' future academic achievement and employment opportunities
Themes and metaphors in the autobiographical narratives of new sector secondary teachers in Trinidad and Tobago: A case study
(School of Education, UWI, St. Augustine, 2005) James, Cynthia
This paper analyses autobiographical narratives of 14 female and 2 male secondary school teachers of English, employed at schools in the new education sector of Trinidad and Tobago and enrolled in an inservice postgraduate teacher education programme. The study investigates the major themes and metaphors that shape the realities of these teachers and their students. A secondary aim is to find out what culture permeates Language Arts teaching at their schools. The analysis indicates that metaphors of control, blame, and survival are common signifiers of how teachers deal with perceptions of inadequate teacher preparation, helplessness, and a sense of failure. Teachers' narratives impute indiscipline and low academic ability to their students. With regard to Language Arts, teachers express feelings of inadequacy about language teaching as compared to literature teaching. In examining assumptions, contradictions, and hidden perspectives, the paper suggests that the valuable insights gained from self-referential documents need to play a more important part in teacher education programmes and planners' deliberations, if Universal Secondary Education is here to stay in its present format. Language Arts teachers, in particular, need to review their positions; also teacher educators who serve the sector should encourage teachers to review their narratives on a more frequent basis, in order to periodically reassess where they have been, in the context of future goals
Caribbean Curriculum, vol. 12
(School of Education, UWI, St. Augustine, 2005)
Reflections of science teachers in an in-service teacher education programme
(School of Education, UWI, St. Augustine, 2005) Rampersad, Joycelyn; Herbert, Susan M.
This instrumental case study was conducted to determine the nature and levels of science teachers' reflections during a year-long inservice postgraduate Diploma in Education programme. Four science teachers comprised the case. The data were analysed inductively through a process of open coding and categorizing to determine patterns and themes. Van Manen's (1977) framework was used to determine the levels of reflections. The following themes emerged: "Confronting fears/limitations/ insecurities;" "Students take centre stage;" Trying something new;" and "Breaking down barriers." The four teachers reflected at all levels--technical, practical, and emancipatory. However, only two teachers reflected at the emancipatory level. These findings have implications for the manner in which we, as science teacher educators, facilitate the development of the reflective habit
Graded examinations in solo steelpan performance: A Caribbean innovation in music education
(School of Education, UWI, St. Augustine, 2005) Osborne, Anne Marion
The syllabus for graded examinations in solo steelpan performance was developed in 1994 as a collaborative effort among four lecturers at the Centre for Creative and Festival Arts (formerly the Creative Arts Centre), The University of the West Indies (UWI), St. Augustine. These pioneering examinations were first held in 1995, and they fill a gap in the existing British system of graded instrumental examinations that have been available in Trinidad and Tobago for all instruments, except the pan, for more than 80 years. To date, almost 2,000 persons, most of them children, have been examined, with approximately 95 percent obtaining certificates. Although designed for national use, pan examinations have been held in St. Lucia, St. Vincent and the Grenadines, Grenada, and extra-regionally in Maryland, USA

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