School of Education
Permanent URI for this community
Browse
Browsing School of Education by Issue Date
Now showing 1 - 20 of 1256
Results Per Page
Sort Options
Item Annual Report August 1, 1974 to July 31, 1975 The School of Education The University of the West Indies(The University of the West Indies, School of Education, 1974) School of Education, The University of the West IndiesItem The Language Arts Syllabus 1975: Comment and Counter Comment(Faculty of Education, The University of the West Indies, St. Augustine, Trinidad, 1978-11) Carrington, L.D.; Borely, C.B.Very soon after the appearance of the New Primary School Syllabus in Trinidad and Tobago, a number of letters appeared in the press commenting adversely on the section dealing with the teaching of Language Arts. Because so much of the commentary was considered ill-informed and misguided, the authors wrote a series of eight letters in the Sunday Guardian newspaper, in which they sought to correct the wrong impression apparent in the letters. This document contains the complete set of relevant items with some modifications and expansion of the original articles to answer queries raised by several persons.Item Some Teachers Perceptions of Teaching and Learning Mathematics at the Primary Level in Trinidad and Tobago(Faculty of Education, The University of the West Indies, St. Augustine, Trinidad, 1984) Byron, Marla; Ram, Viveka; Ram, MohanItem Brochure in Commemoration of the 25th Anniversary of the School of Education held March 16 - 23 1986(The University of the West Indies, Faculty of Education, 1986) Narinesingh, Roy; Byron, Maria; Crichlow, Karl; Jarvis, Kelvin; Bernard, LennoxItem The boundaries between Caribbean beliefs and practices and conventional science(Office of the UNESCO Representative in the Caribbean, 1999) George, June M.; Glasgow, Joyce LouiseThis monograph presents a summary and analysis of the research in the Caribbean on cultural practices and beliefs and their possible impact/influence on science education, especially in schools. Section 1 provides information on the history and evolution of this research, while Section 2 provides a worldview analysis of traditional beliefs and practices. In Section 3, some of the implications of the research findings and recommendations are presented as they apply to the students, the teachers, and the school curriculum. Finally, some recommendations for future research are suggested. These include: 1) study, documentation, and categorization of the beliefs/sayings on an ongoing basis; 2) analysis of the similarities/differences/congruence between the traditional and scientific understandings/explanations/worldview as it pertains to the various content areas of the beliefs/sayings; 3) design of pedagogical strategies to allow students to understand and, therefore, be able to make choices between the two worldviews, which are both "blueprints" for life; 4) examination of possible teacher education procedures to facilitate the implementation of such pedagogical strategies; and 5) extrapolation of the findings in science-related sayings to research in other disciplines with the aim of obtaining a more holistic societal pictureItem 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 discussedItem The use of three (3) drama techniques in the teaching of poetry to Form One students(2000) Edwards, Phyllis; James, Windford (Dr.)Item A baseline study of the teacher education system in Trinidad and Tobago(School of Education, UWI, St. Augustine, 2001) Quamina-Aiyejina, Lynda; Mohammed, Jeniffer; Rampaul, Balchan Deodat; George, June M.; Kallon, Michael; Keller, Carol; Lochan, SamuelThis monograph provides the following: 1) an historical overview of the development of the teacher education system in Trinidad and Tobago; 2) overviews of both the education system and the teacher education system; 3) a preliminary analysis of teacher education curricula; 4) a discussion of the quality and effectiveness of teacher education, 5) an analysis of teacher identities, attitudes, and roles; 6) an examination of resources for teacher education; and 7) a discussion of emerging issuesItem 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, JenifferThis 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 curriculumItem 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 DeodatThis 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 practiceItem Newly qualified teachers in Trinidad and Tobago: Impact on/interaction with the system(School of Education, UWI, St. Augustine, 2001) Morris, Jeanette; Joseph, ArthurThis monograph reports on a study that investigated the following: 1) experienced teachers' perceptions of the value of the present teachers' college programme, 2) how newly trained teachers are socialized into the school working culture, and 3) what happens to the knowledge and skills acquired at teachers' college. Interviews were conducted with eight newly qualified teachers (six females and two males) from five schools, and three principals. Classroom observation was also carried out with seven teachers. It was found that, on the whole, experienced teachers view their newly qualified counterparts as having positive attitudes to their work and displaying caring relationships with their students. However, they point out that where teaching methods are concerned, newly qualified teachers display some shortcomings. The experienced teachers admitted that there is little time and virtually no structured programme for inducting these teachers into the ways of life of the schools. In general, newly qualified teachers felt that the teachers' college programme did not prepare them adequately for work in the school setting. Despite this perception, the evidence, both from the interviews and the classroom observations, seemed to indicate that through professional training received by the newly qualified teachers, overwhelming benefits flowed to the schoolsItem A portfolio training manual: Using the portfolio as a model for training(School of Education, UWI, St. Augustine, 2001) Cain, Margaret; Edwards-Henry, Anna-May; Rampersad, JoycelynThis manual is structured on a framework of samples of materials produced for, or at, each stage of planning for and implementing a portfolio workshop. These samples of material are presented in a manner that illustrates essential portfolio characteristics such as a stated purpose, reflections, and captions. Much emphasis is laid on the captions that can be used to teach portfolio developers reflective skills, as well as to facilitate reflection on the items selected for the portfolio. Although the main focus of the manual is on the essential features of the portfolio, teaching notes and suggestions for activities are includedItem On-the-job training: Pre-service teacher training in Trinidad and Tobago(School of Education, UWI, St. Augustine, 2001) George, June M.; Fournillier, Janice B.; Brown, Marie-LouiseThis monograph reports on a study that investigated the On-the-Job (OJT) Pre-Service Teacher Training Programme in Trinidad and Tobago in order to understand its origin, goals, programme design, curriculum, and organization. Data were gathered from in-depth interviews with personnel from the Ministry of Education, eight trainees, and three graduates of the programme; documentary analysis; and limited field observations. Although all indications are that the OJT Programme is making an impact on the preparedness of young, untrained teachers for the classroom, there are structural problems that have plagued the programme. These include: 1) the insufficiency of funds needed to implement the programme, 2) the lack of necessary staff, and 3) the lack of coordination among the various components of the programme and also with the teachers' colleges that receive OJT graduatesItem Primary teacher trainees in Trinidad and Tobago: Characteristics, images, experiences, and expectations(School of Education, UWI, St. Augustine, 2001) George, June M.; Mohammed, Jeniffer; Quamina-Aiyejina, Lynda; Fournillier, Janice B.; Otway-Charles, SusanThis monograph reports on a study that was undertaken to provide some insights into the characteristics, images, experiences, and expectations of student teachers in Trinidad and Tobago, so that educators can provide programmes that take cognizance of these qualities in the attempt to adequately prepare these trainees for their work in primary school classrooms. Three different techniques were employed to collect data: 1) examination of the personal files of trainees to determine their entry characteristics; 2) administration of a questionnaire to obtain survey data; and 3) small-group work with 16 volunteers utilizing autobiographies, focus group interviews, and one-on-one interviews. It was found that, on the whole, trainees have an image of the good teacher as caring and nurturing, as technically proficient in the classroom, and as performing in difficult contexts where intrinsic rewards can enhance their self-image, but where poor working conditions and the low status accorded the profession may militate against a feeling of satisfaction on the job. The trainees not only had images of the teacher as expert, but they also expected to become experts as a result of their teachers' college experiences. Their experience, though, was that the route to becoming an expert at the teachers' colleges was not as facilitating as they had expected. Their expectations of how lecturers should treat them were sometimes not metItem Reconceptualising the Philosophic Base of School Principals(Daily Express, 2002) Joseph, ArthurThis article argues that in order to provide the relevant type of leadership in schools in Trinidad and Tobago, principals must be equipped with the relevant knowledge base and leadership/management competenciesItem HIV/AIDS – What Role for our Schools?(Daily Express, 2002) Rampersad, JoycelynThis article argues that the role of education, and in particular the role of schools, should be clearly articulated in the National Strategic Plan on HIV/AIDS. It also suggests that the plan should reflect the government's commitment to health and family life education (HFLE) in the school curriculumItem The Dark Side of Zero Tolerance(Daily Express, 2002) Joseph, ArthurThis article examines "zero tolerance" as a strategy for dealing with student indiscipline and student violence in schoolsItem Culturing environmental education in the Caribbean(2002) George, June M.; Glasgow, Joyce LouiseThis paper presents a detailed description and analysis of one aspect of the lives of villagers of a coastal Caribbean community--their knowledge of, and interaction with, the marine environment. Using the grounded theory methodology, meanings were extracted from the accounts of how villagers function in the marine environment. These meanings were analysed in light of Stables' (1998) environmental literacy model, which encompasses functional, cultural, and critical literacy. Against this backdrop, suggestions are made for "culturing" formal environmental education in the Caribbean school system, particularly for students from rural coastal communities. It is suggested that the case study presented here is likely to be representative of several Caribbean coastal communities, particularly those that share a common historical backgroundItem Enhancing Teacher Education(Daily Express, 2002) Rampersad, JoycelynThis article provides an overview of the Trinidad and Tobago component of the MUSTER (Multi-site Teacher Education Research) Project, and discusses some of the findings of two of the sub-projects: The Teaching Practice Experience and Newly Qualified TeachersItem Verb Problems in Students’ Storywriting(Daily Express, 2002-04) James, WinfordThis article discusses a major problem experienced by Caribbean students in their learning of Standard English--inconsistency in the use of the simple past tense in written stories or narratives