Caribbean Curriculum

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Browsing Caribbean Curriculum by Subject "Barbados"

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    Addressing social participation as a major goal in social studies: A case study of a fifth-form group pursuing the CXC/CSEC social studies programme in a Barbadian school
    (School of Education, UWI, St. Augustine, 2008) Griffith, Anthony D.; St. Hill, Sonia
    This paper, in the form of an exploratory case study of a select group of fifth-form students, employs triangulation techniques to (a) examine the extent to which the Caribbean Examinations Council's Secondary Education Certificate (CSEC) programme addresses social participation, and (b) explore the students' responses to opportunities to engage in active involvement in the social issues and affairs of their community. The findings revealed that, at the school involved, social participation is one of the goals least emphasized during the teaching of social studies. There is also a general heavy emphasis on traditional modes of instruction such as reading and notetaking. After the use of more participatory activities introduced during the unit, there were some noticeable behavioural and attitudinal changes among the participating students. The students themselves also expressed a preference for more active learning tasks and for activities that directly involve them in examining social issues in their own local community. The findings of the study could have implications for addressing what is perceived as varying levels of alienation and social disaffection among Barbadian and Caribbean youth
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    "Learning is hard work and sometimes difficult": What pupils with dyslexia say about the difficulties they experience with learning at secondary school in Barbados
    (School of Education, UWI, St. Augustine, 2009) Blackman, Stacey
    Dyslexia has been described as a lifelong burden. The validity of this view is best assessed through an examination of the qualitative judgements pupils make about their experiences of school life. Findings from a multiple case study of 16 pupils with dyslexia at two secondary schools shed light on the challenges they have with learning. The findings suggest that pupils experience difficulties with spelling, sequencing, and remembering information-these "signs" are associated with the nature of dyslexia. This paper also suggests that the teaching/learning environment and teacher pedagogy are important influences on these pupils' learning. In particular, what teachers do in the classroom and the ways they do it present difficulties for pupils with dyslexia. In conclusion, the findings endorse pupil perspective research as a viable way to inform and transform teacher pedagogy, and highlight the importance of teaching skills as a way of addressing teacher practices that act as barriers to the learning of pupils with dyslexia at secondary schools in Barbados