2013 UWI Schools of Education Biennial Conference

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Adventures in building a learning community: Experiences in reformulating a course in educational foundations [PowerPoint presentation]
(2013-07-02) Geofroy, Stephen; Joseph-Alleyne, Gail; Mohammed, Jeniffer; Pierre, Phaedra
The aim of the course, "Education and the Development of Social Competencies," is to explore what is involved in the process of developing social competencies relevant to the demands of effective citizenship in Trinidad and Tobago (or in the Caribbean today). This paper explores the rationale in revisiting the course and for undertaking departures from that which existed previously. One central concern was that students should engage in intensive practical experiences in groups, the requirements of building a learning community. Building learning communities in schools, in disciplinary groupings, and generally among educators appears to us as essential to being effective or socially competent in our space, whether envisaged on the national, regional, or international level. The key research question is: How comfortable are students and lecturers with the efforts at building community traced over the years 2010 to 2012, in reference to the course "Education and the Development of Social Competencies"? Data comprised lecturers' and students' comments, test and assignment scores, and group evaluations, where students assessed each other. This article discusses the reflections and experiences of three cohorts of students and lecturers as the journey into building a learning community unfolded
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
The Alternative Paper to School Based Assessment (SBA): Importance of sustaining and expanding the CXC innovation [PowerPoint presentation]
(2013-06-24) Griffith, Stafford A.
This paper explores the significance and challenges of the Alternative Paper to School-Based Assessment (SBA) in the public examinations offered by the Caribbean Examinations Council (CXC). It considers the opportunity that the Alternative Paper provides to out-of-school candidates to complete their secondary or immediate post-secondary education and to acquire certification for advancement at work or to satisfy other purposes. It examines the challenge of assuring equivalence of the competencies assessed for those who take the Alternative Paper and those who complete the SBA. This is an important consideration since the two sets of candidates obtain certification that is identical. The paper considers the impact of the possible discontinuation of the Alternative Paper. It concludes by urging the adoption of measures to sustain and expand the Alternative Paper, including steps to assure its validity as a measure of the competencies developed and assessed through SBA. These measures include more extensive action research and the use of technology to provide simulated experience for out-of-school candidates who may not have access to the facilities that would enable them to develop and demonstrate the same competencies as their in-school counterparts
Assessing the cultural relevance of INSIGHTS for Jamaica [PowerPoint presentation]
(2013-07-01) McClowry, Sandee; Spellmann, Mark
The purpose of this study was to assess the cultural resonance and dissonance of "INSIGHTS into Children's Temperament" as a first step in adapting the intervention for dissemination in Jamaica. INSIGHTS is an evidence-based intervention that enhances the development of school-age children and the child management skills of their teachers and parents. The intervention was developed with extensive input from stakeholders in high poverty neighborhoods in New York City. Thirty-two Jamaican educators attended a two-day INSIGHTS workshop. At the conclusion, the educators were asked to evaluate whether INSIGHTS resonates with the "deep structures" of Jamaican cultural values and beliefs. A thematic content analysis of their verbal and written comments supported that the deep structures of the intervention resonates well with Jamaican culture. The themes that emerged included: INSIGHTS gives Jamaican educators and parents new strategies to replace harsh discipline; offers new perspectives, providing more developmentally appropriate and sophisticated ways of seeing things; and provides practical strategies and solutions. Additional comments addressed "surface level" elements that would make the intervention more accessible and appealing for Jamaican audiences. Suggestions included remaking the intervention's videotapes at local schools and capturing the specific challenges faced by Jamaican teachers and children
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
Case study: The use of video game construction to bridge hearing and deaf students in Trinidad and Tobago [Poster]
(2013-07-04) Gonzalez-Lord, Janadi
This poster presents a case study of a problem-based project conducted at a single school in Trinidad. The project is discussed in terms of its academic and social impact on the 175 students who participated, as well as the possibility of using this method to foster better inclusion of hard-of-hearing and/or deaf students into mainstream schools. Students, in collaboration with members of the deaf community, created games; web-based assessments to test others' knowledge of the game content; and a tour of a planetarium for deaf, hearing, and hearing-impaired students. Students also created video journals of their journey. The project resulted in better academic scores in science, mathematics, visual arts and English Language, better understanding of deaf culture and higher levels of engagement in science for students of Bishop Anstey High School East (BAHSE). However, future investigations should be explored into the impacts of deaf and hearing-impaired students being more directly involved in these types of problem-based projects, especially in terms of second-language (English) development, crafting knowledge across curriculum areas, and social interactions with the hearing world
Cassava resist dyeing: Traditional dyeing techniques in a new environment [PowerPoint presentation]
(2013-07-05) Becker, Jill
In several cultures around the world, paste resist dyeing has been traditionally performed in the dyeing of textiles. In Nigeria, adire eleko is a method which uses cassava as the base for the paste. In Japan, a similar process, katazome and tsitsugaki-zome, is also used in the dyeing of textiles. The base of the resist in this environment is a special rice and rice bran mixture, which is prepared through steaming according to a specific procedure. These practices derived from the use of indigenous materials in other cultures are used as the basis for informing teaching and learning practices in fashion designing around the world. Within Jamaica, the use of indigenous materials to increase artistic expression by local fashion designers is becoming increasingly important as the country seeks to preserve its uniqueness. This experimental research seeks to ascertain whether cassava, an indigenous product of the Caribbean region, is an appropriate local substitute in the resist dyeing of cotton and silk fabrics. Three recipes using cassava in its various state-cassava in its organic state, re-constituted bammies, and cassava flour-were developed to test the hypothesis. Additionally, dyes were added to the resist paste to extend the design potential to allow for a number of colours to be printed on one piece of textile. The findings generated from this study will be used to inform teaching/learning practices in fashion designing, as well as used as a basis for collaborating with artisans in the region to develop and promote the use of indigenous knowledge
Causes of absenteeism at the secondary level in Jamaica: Parents' perspective [PowerPoint presentation]
(2013-07-08) Jennings, Zellynne; Cook, Loraine D.; Anderson, Susan
Inclusion has been broadly defined to include the elimination of social exclusion due to differences in social class and ability, inter alia. Chronic absenteeism occurs when a student is absent from school without reason 20 percent or more of school time. Students who are habitually absent from school will generally fall behind their classmates in their academic success. Research has underscored that low attendance and dropout rates are problematic in the Jamaican school system. This study sought to investigate parents' perspectives on the causes of student absenteeism at the secondary level. How their levels of education, their relationship with the school, and family background influenced their views on the causes of students' absenteeism were also examined. Using a convenience sample, a survey was carried out involving 227 parents in 10 secondary schools located in various parishes of Jamaica. The findings so far suggest that the factors influencing students' absenteeism are the home and family, and school factors
Changing landscapes in Caribbean education: Are our teachers being adequately prepared for this? [PowerPoint presentation]
(2013-07-08) Jennings, Zellynne; Anderson, Susan
Didacus Jules contends that we need to adopt a radical approach in rethinking education in the Caribbean to make learning fun, more closely related to the digital world, and more relevant to the social issues that beset schools today. This challenge was reiterated by Jessop (2012) who highlighted critical points on transforming education made at the 18th Conference of Commonwealth Education Ministers in Mauritius. Jessop noted that the current decline in Caribbean Examinations Council (CXC) exam results is a signal that young people are leaving school unprepared for the job market-a trend that will have adverse effects on Caribbean economies. Among the suggestions for the way forward is the need to reassess teaching methods so they become more technology-driven and relevant to national development. This paper presents research that critically examines the effectiveness of the different models of teacher education used at The University of the West Indies over a 10-year period (1997-2007), drawing on the experiences of the graduates of the programme, current students, and other stakeholders. The findings point to crucial changes that need to be made if teachers are to be appropriately prepared for the challenges of today's classrooms
Collaboration: An alternative approach for mathematics teachers' professional development and student learning [PowerPoint presentation]
(2013-06-24) McLymont, Enid F.
The Jamaican education system is failing to prepare and qualify many of the nation's youth exiting secondary school for higher educational pursuits or for the workforce because of the predominant use of the traditional direct teaching methodology in the classrooms. This study therefore sought to conceptualize, introduce, and examine the development of an alternative approach to the traditional approach for professional development for a selected set of secondary school mathematics teachers, and to explore the generation and accommodation of this approach to the teaching and learning of mathematics. Data were collected from participants through interviews, observations, coaching conferences, students' written reflections, and small group discourses. The results revealed that the trust-building tools of Cognitive Coaching Discourses, which included grouping in the collaborative setting with the assignment of specific roles; and techniques in questioning, including wait-time, paraphrasing and probing, and body language were considered important cornerstones of the professional development experiences and the mathematics learning experiences. The tools employed by teachers and students led to them experiencing a greater sense of efficacy, deeper understanding of principles and concepts, and a sense of caring and teamwork, which generated of a trusting culture for mathematics teaching and learning
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
Culturally responsive ICT integration into teaching and learning [PowerPoint]
(2014-08-07) Ferdinand, Debra
This presentation notes the limited local digitized curriculum content in the Caribbean as opposed to the proliferation and easy access of US digital educational resources. It also notes that appropriate adaptation is constrained by time, know how, and resources, and that cross-cultural factors are overlooked. It therefore identifies the need to examine cross-cultural factors for making information and communication technology (ICT) integration more culturally responsive. The study sought to identify: 1) the cross-cultural factors that may impact on teaching and learning for Caribbean students; 2) how such cross-cultural factors could be used to enhance the cultural responsiveness of ICT integration into teaching and learning; and 3) the benefits of enhancing the cultural responsiveness of ICT integration into teaching and learning
The culture space in the education classroom [PowerPoint presentation]
(2013-07-02) Herbert, Susan; Pierre, Phaedra
Comments that the school curriculum of Trinidad and Tobago is culturally irrelevant to our contemporary students have generated much interest in recent years. Following on research previously conducted with community artists, public figures interested in education, curriculum officers, and tertiary level lecturers, this study focused on the views of teachers at the school level. The paper reports on the process of (i) developing and validating an instrument to determine and understand teachers' views about the culture curriculum nexus; and (ii) using the findings to develop indigenous material for use in primary and lower secondary classrooms. A survey using a Likert-type scale and open-ended questions was distributed to teachers enrolled in various programmes at the School of Education, The University of the West Indies, St. Augustine. Initial responses to the survey instrument indicated that teachers were in general agreement with most of the perceptions about culturally relevant curricula as expressed by stakeholders involved in the first phase of the research, for example, that cultural relevance is reflected in aims and goals, content, and methods of delivery. However, there were some divergent views which were related to whether school type should be a factor in delivering culturally relevant curricula, the need for clarification of the concepts of relevance and cultural relevance, and teacher competence to deliver culturally relevant curricula. These findings informed the development of curriculum materials
Data driven decision making: A multisite case study in early childhood centres in Tobago [PowerPoint presentation]
(2013-07-22) Abdul-Majied, Sabeerah; De Lisle, Jerome; Herbert, Susan; Gayah-Batchasingh, Alicia; McMillan-Solomon, Sabrina; Mohammed, Rhoda; Glasgow-Charles, Kimberly; Thornhill, Ann
Data-based decision making is a critical part of the education scenario at all levels. Decisions informed by data are likely to be more effective and relevant to the immediate indigenous context. Data-based decision making has become a critical component of effective equity-focused instruction even at the early childhood level. In Trinidad and Tobago, the early childhood care and education (ECCE) provision is designed to foster collaborative data-driven inquiry by teachers. Standards for regulating early childhood services stipulate written policies for curriculum development and assessment that include record keeping, observation and planning. The Ministry of Education also provides documents for record keeping and administrative support for data collection. Teachers in Tobago, however, sometimes report that record keeping is difficult and that they receive little support. This multi-site qualitative case study was therefore designed to investigate the types of data collected, how data were used, and factors that facilitate or inhibit data use practices at three early childhood centres in Tobago. The study is informed by the system-based data use model proposed by Schildkamp and Kuiper (2010). Key findings are that though much data were collected, data use was most effective when school practices were guided by a philosophy that was culturally specific and child-centred. Additionally, seven teacher characteristics that support data-based decision making were identified
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
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
Developing higher-order thinking with ICT
(2013-06-24) Subran, David
Leaders have often expressed a desire for citizens to acquire higher-order thinking skills, so that the population would become more disposed to problem solving, raising complex questions, developing consistent arguments, and expressing their opinions from critical perspectives. One way teachers can develop these attributes among students is for teachers to present learning tasks that will influence students to pursue inquiries from different perspectives, assess the sources of their information, reflect on their findings, and adopt personal positions based on rational thinking. Instructional systems in the past were limited in their capacity to support these processes; however, the new information and communication technology (ICT) tools can process information at high speeds, mobilize vast storage systems, and provide the means for both synchronous and asynchronous communication. These powerful attributes of ICT support many of the activities that influence the development of higher-order thinking skills by facilitating dialogue, interaction, and inquiries from multiple perspectives. There is now greater technological support for activities that can foster inquiry, evaluation, critical reflection, and rational decision making. This paper presents approaches for using ICT-based learning tasks to develop higher-order thinking skills among students
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
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)
Face to face: Vlogging and Facebook in the Spanish classroom at UWI, St. Augustine [PowerPoint presentation]
(2013-07-01) Landa-Buil, Maria; Sánchez-Galvis, Jairo
The Internet has become an important tool for any learning process, and foreign language teaching is not an exception. In the Caribbean, access to the Internet has increased tremendously and the student population is composed of mainly digital natives that enjoy the use of information and communication technologies (ICTs). This study is an ongoing action research that aims to analyse students' perspectives on the introduction and use of two different technological tools in the Spanish classroom: a weekly video journal and the social network, Facebook. The Facebook experience consisted of the creation of a group for the class to provide a forum outside the classroom, and it has been piloted with three Spanish classes at the Centre for Language Learning, at The University of the West Indies, St. Augustine Campus since September 2012. The online video blogging has been taking place as part of the course assignments with specialist students of the Spanish BA programme at the Campus since September 2011. The data have been gathered through online questionnaires that combine both qualitative and quantitative methods, including open- and close-ended questions and 1 to 5 measurement scales. Preliminary analyses suggest that the students consider this type of experience as a very effective learning experience that increased their motivation and their skills for autonomous learning

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