ABSTRACTS
THE UNIVERSITY OF THE WEST INDIES
CAVE HILL CAMPUS, BARBADOS, WEST INDIES
2015
ABSTRACTS
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ABSTRACTS
(Listed in Alphabetical order by Last Name)
UWI SCHOOLS OF EDUCATION
BIENNIAL CONFERENCE
Transforming Education:
New Frameworks and Alliances.
Hosted by the School of Education
The University of the West Indies,
Cave Hill Campus, Barbados
JUNE 1-4, 2015
Accra Beach Hotel and Spa
Hastings, Christ Church, Barbados
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ABSTRACTS ARE LISTED IN
ALPHABETICAL ORDER BY
LAST NAME
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Using Feedback to Transform Pedagogy: A Case Study of the Female Cohort of the Undergraduate Early
Childhood Care and Education Programme in Tobago (2009-2012)
Dr Sabeerah Abdul-Majied, The University of the West Indies, St. Augustine, Trinidad and Tobago
This paper developed in two parts critically assesses student feedback given by the inaugural female cohort of the
Bachelor of Education (BEd.) Early Childhood (EC) Programme in Tobago. Secondly, it makes recommendations as to
how this feedback could be used to transform pedagogy. The pivotal point of reflective analysis in this paper was provided by the notion of the teacher recognizing that reality is not fixed or compartmentalized but should consider “the
existential experience of the students” (Freire, 1990). Offering the BEd. EC to 14 students in Tobago was an important
milestone as traditionally students had to fly to the main UWI campus in Trinidad to attend classes. Feedback from students was therefore needed to improve the programme for future cohorts. Data were collected through questionnaires
and focused group interviews. The research questions were: What are student views of the major challenges faced while
doing the Bachelor of Education EC programme in Tobago? Secondly, how are student challenges overcome to succeed on the
programme? Findings revealed cross cultural insights in three main themes – viable family support
mechanisms, which contrary to many western feminist views included male family support; small island vs “large” island understandings and nationalism; and self-empowerment. Recommendations include: Institutional support for peculiarities of female students; Outreach to get families more involved and to satisfy their curiosity; Understanding nationalism which leads to broader issues of multiculturalism and globalization; and considering the socio-psychological
effect of education on the well-being of the teacher which ultimately affects the young children she teaches.
Keywords: female teachers, early childhood education, nationalism, male family support
Reference:
Freire, P. (1990). Pedagogy of the oppressed. London: Penguin Books.
Gender Differentiated Item Functioning in Trinidad and Tobago Students’ Performance on PISA 2009
Mrs. Vivian Alexander and Yukiko Maeda, Purdue University, Indiana
In Trinidad and Tobago, and the wider Anglophone Caribbean gender differences in academic performance is a major
and complex topic. Unsurprisingly, Caribbean researchers have posited a number of explanations for gender variations
in
academic performance many of which are socio-cultural or economic in nature. However, research shows
that the items on a scale may unintentionally produce bias towards either males or females and this may significantly
affect the students’ academic performance. Therefore, detecting potential sources of bias in scale items is important to
ensure that scores derived from the scale are a valid and accurate representation of students’ performance. In this paper, we use item
response theory (IRT) to investigate the extent to which gender accounts for the patterns of
responses of Trinidad and Tobago students on the Program for International Student Assessment (PISA) 2009. Specifically, we measure gender differential item functioning (DIF) in students’ responses to the reading, mathematics, and
science items on the
assessment. Additionally, we propose three hypotheses for this study: 1) Reading items will show DIF in favor of females, 2) Mathematics items will show DIF in favor of males, and 3) Science items
will show DIF in favor males. This study
contributes to research on assessment and evaluation by
demonstrating how the content of a scale and students’
responses to items on a scale can provide valuable
information about student performance. This presentation is suited to the “Transforming Assessment and Evaluation”
category.
Keywords: item response theory, differential item functioning, gender, PISA
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Perceptions on Implementation of Transformatory Learnings from an Initial In-service Diploma in Education
Programme among Teachers of Social Sciences.
Ms Shahiba Ali, The University of the West Indies, St. Augustine, Trinidad and Tobago
The purpose of this research is to investigate how Social Sciences teachers on the initial in-service Post Graduate Diploma in Education Programme at the School of Education, UWI, St Augustine campus, (2013/2014) perceive their ability
to
implement transformatory learnings gained. Respondents comprised 15 teachers from seven disciplines of the Social Sciences who participated in two focus group sessions. The main research question was: To what extent do Social
Sciences teachers perceive themselves as being able to implement transformatory learnings from an initial in-service
Post Graduate Diploma in Education programme, 2013/2014, at the St Augustine campus of The University of the
West Indies?
The main transformatory learnings on the programme occurred through student-centered approaches to learning,
teacher reflective practice through portfolios, the integration of technology in the light of the Government sponsored lap
top
initiative, and action research. Teacher educators saw the need to investigate further how these learnings could
more effectively be realized in schools and as a consequence to gather feedback for improving the programme offering. Findings indicated that participants themselves experienced significant transformatory personal and professional
improvements, but perceived barriers as including: a dominant certification culture, student literacy challenges, infrastructural and
technological integration limitations, changing government policy, insufficient administrative support and collegial
resistance to new pedagogical approaches. Overcoming barriers to implementing transformatory learnings involved:
efficient and creative ways of technology integration, resolving restrictions placed on the use of
technology, increased
self-efficacy to promote strategies for improved teaching, and networking among themselves to maintain a vibrant
community of practice.
The Impact of Parental Involvement on the Cognitive and Social Development of Jamaican Students
Dr Susan Anderson and Ms Sharline Cole
This paper, through the use of a sequential explanatory mixed method design investigates the impact of parental
involvement on the cognitive and social skills of Grade One students attending thirteen (13) schools (10 general and
three special needs) located in rural and urban Jamaica. The participants are 260 students (131 girls and 129 boys)
matched with a parent, twenty nine (29) teachers and eight (8) principals. The research found that parental involvement
significantly predicts the cognitive and social skills of students, with involved parents being more “efficacious” and more
“efficacious” parents raising children with higher cognitive and social skills. Family structure also influences the cognitive and social skills of students. Additionally, the education of parents and the school types are associated with parental
involvement and students’ cognitive and social skills, where parents with tertiary education (college and
university) were less likely to be invited to be involved and are viewed as more “efficacious”. Urban inner city schools
have the highest report on parental involvement.
The time parents spend with children influence how involved family members are and have a bearing on students’ social skills. The support of the nuclear and extended family and the commitment of single parents, with all the challenges
faced, impact parental involvement and how cognitive and social skills are developed in students. Critical information
for future research and approaches on how parental involvement can be improved are discussed.
Assuring Quality at Belize’s National University: A Case Study of Institutional Perspectives and Practices
Dr Ethel Arzu and Dr Cynthia Thompson, University of Belize, Belize and
Dr Warren Hodge, University of North Florida, USA
Globally, countries are paying greater attention to the regulation and promotion of quality within their higher education
sector (Ewell, 2010; Federkeil, 2008; & Villanueva, 2012). However, Belize has been slow in establishing national
quality assurance agencies, but there is now growing interest in reversing this trend. In 2012, Villanueva found that despite the passage of the National Accreditation Council of Belize Act (NACB) in 2004, which was part of a regional
Caribbean
Community (CARICOM) initiative to establish national accreditation systems, the Council was
never established. In the absence of a national body, the University of Belize, as the premier institution of higher learn-
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ing, must develop its own robust internal quality assurance system to assure stakeholders of the quality of education that
the institution provides. Establishing a robust quality assurance system demands a unit be developed that has the capacity and resources to
monitor quality assurance and improvement initiatives.
This qualitative study will use a case study design (Yin, 2014) to explore and describe quality assurance perspectives
and
practices within Belize’s national university. Data will be collected through opened-ended interviews with
academic
leaders and from documents related to institutional policies and practices, and self-study reports from
program reviews. Research questions that will guide this study include (1) How do academic leaders at Belize’s national
university perceive and practice quality assurance? (2) How does Belize national university assess, monitor, and improve
quality? The authors wish to be included in the poster presentation strand.
Teachers’ Experiences of Implementing a new National Curriculum in Primary Schools, Trinidad and Tobago
Mrs Ann Eva Bahadoorsingh and Ms Shahiba Ali, The University of the West Indies, St. Augustine, Trinidad and Tobago
A new primary school curriculum, the Primary Curriculum Rewrite (PCR) was implemented by the Ministry of Education
in Trinidad and Tobago in 2013. From the perspective of a principal, teachers in a school do not seem to be implementing the curriculum as designed. This research examines teachers’ experiences of a curriculum change using the
interpretivist lens of phenomenology. Purposive sampling of four teachers, three females and one male was selected
for this study at one primary school in the southern education district of Trinidad. Data was collected over a six month
period through semi-structured focus group interviews, field notes, observations and document analysis to facilitate triangulation of data. Analysis was guided by Fullan’s (2001) model of change using the inductive content analysis
method which entailed the abstraction process of open coding, creating categories and themes. The results of the analysis were communicated in a rich thick narrative format. The major findings of this study revealed that teachers are
struggling with curriculum content and resisting implementation as a result of inadequate training and resources. Low
self-efficacy was evident in
expressions of feelings of anxiety, incompetence, disequilibrium, stress and selfdoubt. Recommendations for
implementing the PCR are the need for strategies to close the gap between
initiation and implementation with emphasis on building teacher capacity through modelling, mentoring, in-service
training and relevant professional development activities, and for further research on curriculum implementation.
Keywords: curriculum change, curriculum implementation, primary curriculum rewrite, phenomenology, Fullan’s model of
change
One to One Laptop Technology, Authentic Learning and Students’ Scientific Imagination: An Exploratory
Study of Usage in Tobago’s Secondary Schools
Dr Dorian Barrow and Dr Beular Mitchell, The University of the West Indies, St. Augustine, Trinidad and Tobago
The 1:1 Laptop in Schools Initiative (eCAL), launched in the Republic of Trinidad and Tobago by the Ministry of Education (MOE), is in its fifth year of implementation and no system-wide evaluation of this innovation against its major
goals and
objectives of improving teaching and learning in the secondary school sector has yet been undertaken (MOE, 2014). This paper reports on an exploratory empirical study carried out among stakeholders associated
with the nine (9) secondary schools of the Tobago Education District. The study sought the perceptions of teachers, students and parents of the manner in which the 1:1 Laptop in Schools initiative is impacting on teaching and learning
in the nine secondary schools of Tobago. The paper also reports the perceptions of students, parents and a teacher of
a Form II science class in a select secondary school in Tobago after a planned intervention that infused the 1:1 laptop
computer technology within the authentic learning theoretical framework was enacted in the school, to assess if there
were any changes in these stakeholders perspectives on the 1:1 laptop in schools initiative.
One hundred and ten students, 90 teachers (ten from each secondary school), and 110 parents were surveyed using
three survey instruments developed by the research team before the classroom intervention and 30 parents, 1 teacher,
and 30
students who participated in the intervention were observed, and interviewed and surveyed after the intervention.
Descriptive statistics was used to analyze the pre-intervention survey data, and t-test, X2 statistic, and
qualitative methods were used to compare the pre- to the post-intervention data from the select school.
The analysis of the pre-intervention survey data showed that stakeholders had mixed views about the 1:1 Laptop in
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Schools (eCAL) Project. For example, about half of the teachers sampled viewed the project as a potentially positive
development for student learning and were therefore “comfortable” with the project, whereas the other half were “wary
of its value”. Teachers and parents were, however, unanimous in their views about the low impact the multimillion dollar 1:1 laptop initiative actually had on students’ learning, at home or in school. They reported that they had seen little
or no change in students’ interest in their subjects; that students had no greater success and/or deeper understanding of
the subject matter (content), nor in the level of collaboration among students; or in their abilities to communicate their
understandings of the subject matter to the teacher, family member, and/or to their fellow classmates. The responses
given to similar questions in the students’ survey before the intervention were similar to these in many respects. In general, the stakeholders reported that teachers rarely embedded the 1:1 laptop technology “in their work schemes” and
students were only infrequently required to even bring their laptops to school or assigned work to be done at home that
required the use of the laptop. Students, therefore, benefitted only ‘minimally’ from the initiative.
The views of the stakeholders who participated in the intervention, however, changed radically in a positive direction
towards the 1:1 laptop initiative after the intervention addressed some of the weaknesses and concerns that were
identified in the pre-intervention surveys. The intervention, however, was carried out on a micro-scale – one school, one
teacher, one class of thirty students and their parents – and therefore its findings are not generalizable in a statistical
sense. Marion (1989), however, has spoken of a sense in which small scale studies may be user or reader generalizable. In the latter sense the findings from this study suggests that if some of the weaknesses and concerns of the education stakeholders are addressed on a macro-scale, the 1:1 Laptop in Schools initiative (eCAL) could begin to achieved
some of its intended goals and objectives on a much grander scale.
Key words: one to one laptop technology, authentic learning framework, the scientific imagination, technology infusion,
teaching and learning, education reform
Integration of Peace Education in Mathematics Curriculum
Ms Shandelene Binns-Thompson, The University of the West Indies, Mona, Jamaica
Crime and Violence in the Country of Jamaica has reached a record high and is being filtered in the nation’s schools.
Coupled with this issue of crime and violence in Jamaica is under performance in mathematics; thus the need for the
integration of peace education in mathematics curriculum. Peace education has been proven to increase critical thinking and problem solving skills. These are skills that are needed for success in mathematics. Thinking critically is one of
the values that should be addressed in conflict resolution and peace education; the development of critical thinking is
a
necessity for success in mathematics (UNESCO, 2005). This study which employed aquasi-experimental mixed
method design, examined the impact of the integration of peace education on student’s performance in mathematics. It
identifies strategies that can be used to integrate peace education into mathematics classes. It also investigated the impact the integrating of peace education has on students’ peace knowledge and conflict resolution skills and it identified the barriers for integrating peace education. A sample of 120 students and four teachers were conveniently selected from 2 schools; a
technical high school and a primary school in the parish of Manchester Jamaica. The
quantitative data was obtained from the pre- test, experiment (integration of peace education in mathematics lessons)
and post- tests that were administered, and through the survey questionnaire. During the experiment students were
taught six steps for resolving conflicts
adopted from the one developed by Nichole McDonald. The qualitative
data was obtained through the use of interviews, lesson plans, students’ reflective journals and classroom observations.
The quantitative data was analyzed by means of descriptive statistics. This involved the use of the statistical software
SPSS. In analyzing the qualitative data, the data was coded, themes formulated and assertions made.
The finding from this experiment revealed that the integration of peace education into mathematics classes significantly
impact students’ mathematical achievement. Students’ performance in mathematics increased significantly after the
intervention. It was also found that there are several strategies for integrating peace education. These strategies were
wide ranged and catered for the diverse learning styles of the students. The results indicated that the integration of
peace education helped in increasing students’ peace knowledge and conflict resolution skills. Students also exhibited
increased skills in violence prevention. It was also found that there are barriers for integrating peace education. At the
end of the research it was reached that education is a primary vehicle for the development of peace in school age children. It was also concluded that the mathematics syllabus contains objectives and skills relevant for problem solving
and has already being seen as suitable for use in situations requiring conflict transformation. It is recommended that for
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future research on the integration of peace education in the mathematics curriculum that more emphasis be placed on
how to effectively integrate peace education into mathematics Curriculum.
Keywords: peace education, conflict, conflict resolution, awareness, knowledge, attitudes, achievement
Flipped or flopped?: First Year University Students’ Perspectives and Experiences of the Flipped Classroom
Strategy
Dr Roland Birbal and Mrs Iris Hewitt-Bradshaw, University of Trinidad and Tobago
Research in developed countries suggests that the flipped classroom is a successful strategy to enhance student learning
(Morgan, 2014). This qualitative study was conducted in a Caribbean context to examine first year university students’
perceptions and experiences of the flipped classroom strategy for course delivery by teacher educators. In this
constructivist approach, educators used the Blackboard Course Management System (BbCMS) to upload learning
materials for students to access before coming to class for presentations and discussions. The study addressed the main
question: “What are first year students’ perceptions and experiences of the use of the flipped classroom strategy for the
delivery of courses at university level?”
Data were first collected from students using an open-ended questionnaire. In the second stage, two groups of students
were purposively selected to participate in a focus group interview, and a review of BbCMS student records. Our framework for analysis was Bristol’s (2012) theory of plantation pedagogy.
Findings suggest that the use of the flipped classroom strategy presented challenges for students. There was little student
participation in online discussions, and few read online resources before coming to class. In addition, classroom
discussions were still mostly teacher directed, with little input from students. A reliance on educators as the main source
of knowledge persisted, with reluctance by some to assume an independent role in their learning. We conclude that
although students generally approve of the flipped classroom, colonial structures which have persisted in an authoritarian education system challenge effective use of the strategy in the classroom.
References:
Morgan, H. (2014). Focus on Technology: Flip your classroom to increase academic achievement. Childhood Education, 90(3), 239
-241.
Bristol, L. (2012). Plantation pedagogy: A post colonial and global perspective. New York: Peter Lang Publishing Inc.
Teacher Immediacy Relationship to Student Attention, Participation and Understanding of the Taught
Subject Matter
Mr Mark Bispath and Dr Godfrey Steele, The University of the West Indies, St. Augustine, Trinidad and Tobago
This quantitative study will explore the relationship of teacher immediacy behaviours in undergraduate courses to their
students’ levels of attention, participation and understanding of the taught subject matter. The first objective is to have
undergraduate communication studies students at a Caribbean university report on their impressions of specified teacher
immediacy behaviours. The second objective is to compare the student reports with the researcher’s inclass observation and lecturer self reports to uncover possible differences in perceptions of teacher immediacy behaviours. A survey
method will be used. The Nonverbal Immediacy Scale – Observer Report (NIS-O) will be administered to student
participants along with rephrased versions of the three research questions. Data collected will
be compared with the
researcher’s observations, made from attending the same courses and scoring the same lecturers using the NIS-O.
Lecturer self report data will also be collected using the Nonverbal Immediacy Scale Self Report (NIS-S). Results will
enable various teacher immediacy behaviours to be evaluated for specific lecturers.
These results may be generalized to similar tertiary level teaching situations in the region and compared to other international studies using the same
instruments.
Keywords: teacher immediacy, nonverbal immediacy behaviours
The use of Argument Mapping in the Development of Critical Thinking Skills
Ms Shenelle Boyce, MPhil Candidate, The University of the West Indies, St. Augustine, Trinidad and Tobago
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The purpose of this research is to assess the use of computer assisted argument mapping in the development of critical
thinking skills among tertiary level students. The study will comprise of a pre and post-test design to examine the relation
between argument mapping and critical thinking, mediated by the variable factor, individual motivation to think critically through a self-regulation framework. Additionally, the study will employ the a control group, which will allow for
group differences to be measured to better understand how the use of argument mapping may affect critical thinking.
The study also seeks to explore whether training in the use of argument mapping in one domain will transfer skill use
across another. Comparisons will be made between baseline (pre-test) and post-test measures of critical thinking, individual motivation, and the transferability of potentially learned skills. The results of the study will then be utilised to better understand the
implications for pedagogical practice, and how such technologies may be integrated within the
current system of tertiary level education.
Home, School and Community Collaboration in a Montserratian Kindergarten Classroom
Dr. Sheron Burns, The University of the West Indies, Cave Hill, Barbados
This research chronicles the experience of a group of Kindergarten children, on Montserrat, who (co)constructed
knowledge about the island’s new electoral process in collaboration with their teacher and peers. In addition they
benefited from the collaboration of a myriad of others outside their classroom community: teachers and children in the
other classrooms, education officials, police, parents, relatives, the media, and politicians. This demonstrated to a
mainly didactic appreciating schooling community how collaboration with others through play: an actively engaging,
enjoyable, non literal, intrinsically motivating and freely chosen activity enhanced the construction of knowledge. It lead
to a higher order of learning and understanding in a social context, as advocated by Vygotsky (1986), Friere (1997)
and Malaguzzi (1998), across a variety of subject areas and topics, not only for the kindergarteners in this classroom
but also for the
partners involved in the collaboration. According to Wilford (2006, p 15), “researchers understand
collaboration to include cooperation but also to mean building knowledge through conversation.”
References:
Freire, P. (1997). Pedagogy of the oppressed. In D. Flinders & S. Thornton (Eds.), The curriculum studies reader (pp. 150-158). New
York: Routledge.
Malaguzzi, L. (1998). History, ideas and philosophy. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach - advanced reflections (pp. 49-97). Greenwich, CT: Ablex.
Vygotsky, L. (1986). Thought and language (trans. A. Kozulin). Cambridge, MA: MIT Press.
Wilford, S. (2006). Collaboration: What does it mean for your program? Scholastic Early Childhood Today, 20(5), 15 - 16.
Teachers who Teach Writing: A Multi-site Case Study Investigation of the Writing Instruction Practices of
Primary School Language Arts Teachers in St. Vincent and the Grenadines.
Ms S. Marise Butler, The University of the West Indies, St. Augustine, Trinidad and Tobago
While much emphasis has been placed on reading instruction, research shows the importance of writing both as an
indicator of students’ academic success and a necessity in the world of work. Research has also provided an array of
best instructional and learning strategies in writing skill acquisition. The purpose of this research was to explore the
teaching practices of primary school teachers who teach writing in St. Vincent and the Grenadines. The multi site case
study spanned four schools in St. Vincent and the Grenadines, representing four major geographical zones and varying
student population sizes. The practices of ten primary school teachers, who varied in gender, age, experience and
training, were observed. Data were collected over a period of twelve weeks through the use of observational check
lists, field notes and interviews. The collection of data revolved around four research questions:
1. What are the writing instruction practices of primary school teachers in St. Vincent and the Grenadines?
2. How are these practices delivered by those teachers?
3. What are the factors which influence teachers’ practices and
4. What are the challenges faced by those teachers in the delivery and implication of their practices?
Findings indicate that that teachers utilize a combination of traditional skill based practices and process orientation
practices. The factors which influenced the writing instruction practices of the ten teachers observed and the challenges
faced by teachers in the execution of those practices are also presented. In addition, implications of these findings for
policy and teacher education are discussed.
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Black Male Educators and Science, Technology Engineering and Mathematics (STEM)
Dr Christine Callender, University College London, United Kingdom
Evidence suggests Black Minority Ethnic (BME) participation in STEM in the UK has outpaced participation of white
students. Analyses indicate that although BME graduates are more likely to have eligible degrees, for entry to teaching
they are less likely to become STEM teachers compared to entrants from white backgrounds (Singh, 2009).
This paper explores the experiences of BME male STEM teachers undertaking the Teach First programme in the UK
(analogous to Teach for America). In England, little is known about why BME men enter teaching or of their experiences
(Roach, 2005), even less is known about their identities as STEM educators. Teach First recruits from elite universities to
a two year Leadership Programme where participants serve deprived communities. This marks them both as well qualified graduates and identifies them as amongst a small proportion of BME undergraduates who choose to teach.
Data comprises 10 qualitative interviews with participants (i.e. those in the 1st or 2nd year of the programme) or
Ambassadors (those who have completed the 2 year leadership programme). Contextual data linked to prior educational experience and qualification level are also utilised.
This study sheds light on how early career teacher’s social and professional identities are (re)constructed and illuminates
the complex ways that black men navigate and negotiate their identity/ies to ‘fit in’ to education spaces where their
authenticity is often questioned, seen as alien and where their bodily presence is akin to a ‘space invader’ (Puwar,
2004). This study brings fresh insight to the UK literature whilst adding a comparative element to a broader discussion
of black male teacher. It potentially offers unique comparative perspectives that contribute to new areas of research in
the UK and facilitates international dialogue.
References:
Puwar, N. (2004) Space Invaders: Race, Gender and Bodies Out of Place. Berg: Oxford
Roach, P. (2005) Teacher Identities and Agency: The Use of a Persuasive Life History Approach in Educational Research. Unpublished PhD Thesis, University of Warwick
Singh, G. (2009) A synthesis of research evidence. Black and minority ethnic (BME) students’ participation in higher education:
improving retention and success. HEFCE EvidenceNet. Retrieved from:
http://www.heacademy.ac.uk/assets/documents/inclusion/ethnicity/BME_synthesis_FINAL.pdf on 22nd November 2014
Transforming University Teaching through Reflective Practice
Dr Mervin Chisholm, The University of the West Indies, Mona, Jamaica
Over the last three decades or so, important new initiatives have been introduced into undergraduate education. These
initiatives point to the fact that there is a cadre of higher education professionals interested in the transformation of
approaches to teaching and learning (Chisholm, 2007; O’Banion, 1997; Wingspread Group on Higher Education,
1993). Some are also interested in thoroughgoing transformation of the organizational structure of institutions of higher
education. Many of these initiatives hold out great promise for real advances in student learning and even
for changing the culture of higher education (Barr & Tagg, 1995; Smith, 2004).
This paper reports on a case study research project to determine how reflection on teaching assisted university teachers
to improve their teaching at a University in Kingston, Jamaica. Semi- structured interviews with five faculty members
completing a Certificate in University Teaching and Learning programme were done. The following research questions
guided the study:
1.
How did you the experience of reflection component of the programme?
2.
What role did the critical friends play in your reflection and learning?
Allen’s (1991) concept of reflective thinking in professional programmes and practice was used as the conceptual
framework. Analysis of the data was continuous and on-going using standard qualitative approaches. Findings suggested that the participants’ experiences were multifaceted and multi-layered. Learning by doing was enhanced by reflection
in-action and reflection-on-action. There was general agreement that teaching must be embraced as ethical activity.
The importance of pedagogical support space and critical friends in professional development were underscored.
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Transforming Geography Education through Information Technology: A Multi-Case Study of Geographic
Information Systems in High School Geography in Trinidad & Tobago
Ms Jennifer Collymore and Mr Jason Tambie, The University of the West Indies
One of the major advances in information technology to transform the teaching and learning of geography has been
the development of Geographical Information Systems (GIS); computer-based systems comprised of databases and
tools that capture, store, edit, retrieve, integrate, manipulate, transform, analyse and display geographically-referenced
data. The use of GIS in geography instruction has been found to contribute to students’ cognitive, affective and psychomotor
development. GIS have an embedded inquiry-based nature that provides an environment for students to reason spatially, analyze, synthesize, evaluate and solve spatial problems. In so doing, their logicalmathematical, technological capacity, linguistic, graphicacy, spatial, and interpersonal intelligence can be enhanced.
However, even with the potential learning opportunities, research conducted in the USA and UK has found that GIS are
used infrequently. Instead, geography teachers mainly use textbooks, especially at the secondary level. This study
makes a case for the widespread use of GIS as a teaching tool in high school geography education. Using a multi-case
study
approach, this study examines the learning outcomes that may be derived from the use of GIS in the
teaching of
geographical content and skills. The study also assesses the current use of GIS, the potential
for and the limitations posed to greater use throughout high school geography education in Trinidad & Tobago. The
findings of this study will inform geography teachers’ pedagogical practices and their professional development and
training. It will also contribute to our understanding of the practices that enhance students’ spatial thinking and their
development of geographic literacy.
Key Words: geographic information systems, instruction, information technology, geography education
INSIGHTS into Children’s Temperament: Evaluating the Adaptation of a Behaviour Management Intervention in Selected Schools in Jamaica
Dr Loraine Cook, The University of the West Indies, Mona, Jamaica and
Professor Sandee McClowry, New York University, USA
The INSIGHTS into children’s temperament intervention provides parents and teachers with child behaviour management strategies tailored to fit various children’s personality styles. Process evaluation was used to monitor and document
the INSIGHTS into children’s temperament intervention in selected Jamaican early childhood institutions. The INSIGHTS
intervention was implemented in five educational settings in Jamaica. The participants included 422 children ranging
from the ages of five to six years, 20 teachers and 39 parents. The intervention also involved a three-day workshop
training of Jamaican educators to function as facilitators and fidelity coders of the programme. The evaluation and
monitoring
process was carried out among the facilitators of the programme as well as the participants. In monitoring and assessing the intervention, a multi-methods approach was utilized: fidelity coding (a fidelity auditor reviewed
the facilitators
sessions), evaluation sheets, attendance records, and focus group discussions. Focus group discussions revealed that the programme not only assisted parents in understanding their child/children but equipped them
with tools and parenting strategies for scaffolding their children, thereby increasing their parenting skills. The focus
group report also for teachers revealed that the programme assisted the teachers in understanding children and
equipped them with tools and
strategies for training the children thereby increased their classroom management skills.
Teachers’ Report on Student's Personality Profile: Validity and Reliability of School-Age Temperament
Inventory
Dr Loraine Cook, The University of the West Indies, Mona, Jamaica and
Professor Sandee McClowry, New York University, USA
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The aim of this study was to assess the validity and reliability of the teacher school-age temperament inventory (T-SATI)
in a Caribbean context. A principal factor analysis using varimax rotation was performed on data provided by 12 teachers who reported on their 110 elementary school students. The results from the analysis supported the four temperament dimensions obtained by Thomas-Lyons and McClowry (2012): negative reactivity, task persistence, withdrawal
and motor activity. Cronbach alphas for the dimensions ranged from .775 to .90. T-SATI can provide teachers with the
means of
recognizing the temperament of students so that teachers can better select behavioural management
strategies in providing goodness for fit classroom context for children. As Thomas- Lyons and McClowry noted,
“preventive measures have the potential to enhance student/teacher relationship, improve behaviour, and avert unnecessary special education referrals” (p,31).
References:
Lyon-Thomas, J. & McClowry, S. (2012). The examination of the validity and reliability of the teacher school-age temperament
inventory. Journal of Classroom Instruction, 47(2), 25-32.
Calypso Pedagogy – Transforming Education through Student-Voices
Professor Dennis Conrad, Dr. Laura Brown, State University of New York, USA and
Ms. Lisa Philip, The University of the West Indies, St. Augustine, Trinidad and Tobago
Transformative pedagogy is associated with facilitating a primary goal of education, namely developing students to reflect, self-monitor, self-critique, and self-direct towards independent learning. For purposes of this study, the authors
explore the potential of calypso as a transformative pedagogy. The selected calypsoes were sung at school calypso
competitions in Barbados and Trinidad and retrieved from a collection on dvd and You-Tube videos. Additionally, indepth interviews were used to explore the attitudes of, and issues faced by teachers involved in these competitions.
There are two guiding
questions, namely: How can calypsoes generally and more specifically as sung at
schools’ calypso competitions be used as agents of transformation in education? What are the challenges facing the
use of calypsoes as agents of transformation in education? Using grounded theory and constant comparative analysis,
researchers explore the narratives, performances, and contexts of the calypsoes sung, and consider the emergent
themes and implications. Emerging results reveal that
calypsoes go beyond performance and aesthetics; offering
opportunities for teachers to engage all students, while
developing language, communication, critical
thinking skills and facilitating opportunities for social action. Stakeholders’ perspectives reveal a rich appreciation of
student potential and resourcefulness, and a concern for commercialization. The discussion and implications center
around how the effective use of calypsoes centred on the realities of our learning
communities can tranform
lives, communities, and education.
Key words: calypso, pedagogy, transformative, culturally responsive, Caribbean
Using the Universal Design for Learning Framework as a Mitigating Factor to Reduce Disproportionality in
Special Education
Dr Yvel Crevecoeur, The City College of New York, USA
Education stakeholders have often used the educational framework Universal Design for Learning (UDL) to proactively
design curricula and materials to increase access within inclusive learning environments. However, there are no evidence-based practice studies on the efficacy of the UDL framework to reduce the disproportionate representation of
students from diverse racial and ethnic backgrounds in special education in the United States of America. In this theoretical paper, the presenter will address the strand Inclusive Education as Transformation by articulating the ways in
which teacher
educators could use the UDL framework to teach pre- and in-service educators to increase access,
participation, and progress in the general education curriculum for all diverse preK-12 students, including those with
disabilities and English-language learners. The hypothesis herein is, if educators use the principles of UDL to plan, implement, and evaluate
instruction and assessment outcomes for diverse preK-12 students who traditionally experienced learning difficulties, then there should be an increased likelihood that students of color within inclusive classrooms would not need special
education services. The purpose of this paper is to delineate how the principles of
UDL can be used to shed light on the assessment and instructional practices that have the potential to reduce the overidentification of preK-12 students of color into special education. This working paper is in progress but current findings
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have positive educational implications for how general and special educators can be trained to plan instruction, teach,
and assess the performance outcomes of diverse preK-12 students.
Keywords: disproportionality, inclusive education, universal design for learning
Using Inquiry-Based Teaching and Learning Approaches to Increase Engagement and Learning Outcomes in
Undergraduate Online Mathematics Courses
Kerrie Ellis-Worrell, The University of the West Indies, Open Campus, Barbados
Students enrolled at the UWI Open Campus, are provided with opportunities to enrol in remedial online mathematics
courses before they start their academic programmes. However, data reported over the course of three semesters,
show moderate to high failure rates among students taking these courses. Additionally, web conferencing sessions,
designed to foster engagement with the mathematical content, experienced a progressive reduction of student participation by the middle of each semester. This study explores how a non-traditional approach to the teaching and learning of
online mathematics, such as inquiry-based teaching and learning and some of its derivatives, can foster sustained
student
engagement and in-turn, increase student learning outcomes. Using a qualitative approach, focus-group
interviews were conducted to engage students and facilitators on their current perspectives about what works in the
learning
environment, and their expectations and recommendations for teaching and learning, respectively.
Findings indicate that the use of web-conferencing and vodcasts align closely to student’s learning styles. Studies suggest that these modes can support active learning, problem solving and conceptual learning. Important learning benefits such as: reviewing old material and visualization are also noted. Findings in this study also revealed a preference
for hands-on tasks and a need for better ways for students to collaborate with their peers, to facilitate online mathematical skill development.
Facilitators also support the need for students to take responsibility for their learning.
Recent studies suggest long term benefits from these two approaches to learning; however, it is important that facilitators use these tools in ways that will effectively promote active learning.
A Study Investigating Teacher Attitudes to Student with Learning Difficulties, Classroom Behaviours and
Students’ Achievement following a Project Training Teachers in Inclusive Special Educational Practices
Professor John Everatt, University of Canterbury, New Zealand
Yousuf AlAzmi, Alexandra Clifford and Naomi Winstone, University of Surrey, United Kingdom
Mowafak Al-Manabri and Abir Al-Sharhan, Center for Child Evaluation and Teaching, Kuwait
Gad Elbeheri, Australian College of Kuwait, Kuwait
This talk will discuss research evaluating a project aimed at improving Kuwaiti mainstream teachers’ attitudes,
knowledge and teaching practice related to learning difficulties. The project involved staff from a special school with a
focus on
students with literacy and mathematics learning difficulties providing mainstream primary school
teachers with first-hand experiences of special teaching/inclusion practices. Although early in its development, the project is showing how a
special school can become the focus of inclusion work within an educational context in
which inclusion is a relatively new and poorly understood concept.
The research was conducted to determine the impact of the project by assessing teacher attitudes towards learning
difficulties and inclusive practices, as well as classroom behaviour management practices and student learning. These
were assessed in schools within the inclusion project area and compared to matched schools outside of the project area.
Despite the project’s relatively short duration (about six months of awareness activities and twelve
months of training events), and the large number of teachers involved (hundreds of staff from 28 schools), there was
evidence of
improvements in teachers’ self-reported attitude/views towards children with specific learning
difficulties, as well as
improved practice indicators, in the majority of inclusion area schools. The presentation will
focus on data investigating behavioural responses of children in relation to achievement scores in literacy and mathematics – the former measured through teacher reports and classroom observations; the latter measured by standardised
tests. It will discuss the
interpretation of these findings for other contexts.
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Retaining Teachers of Color: In-Service Black Female Teachers’ Perspective on Teacher Preparation Programs
Dr Abiola Farinde, University of Pittsburgh, USA and
Jennifer Leblanc, PhD Candidate, Texas A &M University, USA
The purpose of this exploratory qualitative study is to examine the teacher preparation experiences of twelve Black
female in-service teachers. This study seeks insight about the pre-service experiences of in-service Black female teachers
that influence their roles as classroom teachers and their intention to remain in the classroom. Serving as a platform for
their voices, this research informs and augments the current literature on Black female educators as well as diversifies
the knowledge base on teacher education programs and teacher retention. Moreover, in providing a vehicle for the
dissemination of Black female teachers’ authentic, self-defined, lived experiences in their teacher education programs,
their stories become a point of reference. Positioning in-service Black female teachers’ experiences at the center of
analysis is significant considering the teaching force is predominately White. Black women’s voices, often inaudible in a
largely homogenous teaching profession, dismantle the pervasive White, Eurocentric viewpoint that is given universal
status (Collins, 2000). Rather than the dominant or majority group’s experiences speaking for all groups, in this study a
subgroup (Black women) is given the opportunity to convey their distinct reality as pre-service teachers. Through their
experiences, narratives, words and ideas, an alternative “truth” is acknowledged and validated.
Reimagining Engineering: Informal Science Learning through Service Learning Community Engagement
Dr Abiola Farinde, University of Pittsburgh, USA and
Drs Lisa Merriweather and Brett Tempest, University of North Carolina at Charlotte, USA
Female, Black, Latino and Native American students are underrepresented in the STEM pipeline. Finding ways to increase underrepresented populations in STEM fields continues to be a major initiative in education. Many underrepresented student groups express a strong orientation toward service and community engagement. Informal Science Education (ISE) can be structured to include community engagement and to engage learners’ interest and enhance their
understanding of the theory and practice of science. Service learning is a strategy that can be used within an ISE pedagogy to highlight how engineering acts as a community engaged vocation. This report describes a service learning project that exposed
underrepresented high school aged students to engineering via a community service activity in
which students built
irrigation equipment for use in a community garden. The objective of the project was to use the
context of the service project to motivate the high school students to consider STEM majors. To assess the impact of
informal science education through service learning, a qualitative study was also conducted. Three themes emerged:
experiential learning (learning while doing), broadening perspective and identity as performance. Lessons learned and
strategies for improving the
service learning design are also discussed.
Teaching Strategies, Learning Styles and Academic Achievement among some Undergraduate Psychology
Students in Barbados
Dr Grace Fayombo, The University of the West Indies, Cave Hill, Barbados
Learners process incoming information in different ways; hence, the instructors need to vary their methods of teaching
to ensure that all students learn. Though lecturing is a useful means of transmitting information, teaching does not
equal learning; this can be seen clearly in the painful disparity between what we think we have effectively taught and
what students indicate they have learned on the examination papers that we grade! This study therefore investigated
the relationships among some approaches to teaching psychology (videos, games, role-play, discussion, group work,
clarification pauses, five minute paper, discussion forum and glossary activity), learning styles (visual, auditory,
kinaesthetic) and academic achievement among 171 undergraduate Psychology students at the University of the West
Indies, Cave Hill Campus, Barbados. They responded to three instruments: Active Learning Strategies Questionnaire,
Wooldridge (1995) (VAK) Learning Style Survey and Academic Achievement Scale. Data were analysed using descriptive statistics, Pearson product-moment correlation, multiple regressions analysis and One-Way ANOVA. Findings revealed students’ preferences for visual, auditory, kinaesthetic and multiple modes of learning and that the majority of
the
students benefited from the learning strategies utilised in the classroom. Additionally, the multiple regressions
analysis showed that the teaching strategies and learning styles contributed 20% (R Square = 0.200) to the variance in
academic achievement and this was statistically significant (F 2,168 (F (2,168) = 21.04, p < .05). Findings were dis-
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ABSTRACTS
cussed in relation to the importance of utilising different teaching strategies to cater for different learning styles, promote
students’ academic achievements and transform learning in Psychology.
Keywords: teaching strategies, learning styles, psychology
Integrating Technology at the Transformational Level: Shifting from Content to the Experience in Teaching
Delivery
Dr Debra Ferdinand, The University of the West Indies, St. Augustine, Trinidad and Tobago
The 21st Century classroom require a shift from traditional teaching methods such as chalk and talk, note taking, and
memorization that focused on the course content to more interactive methods that focus on the learning experience.
Teacher educators are faced with the challenge of preparing teachers to make this shift in keeping with 21st Century
teaching and learning. As an educational technologist at the School of Education, St. Augustine campus, I have had to
face this challenge head-on. One framework that I have used in making this shift from “content” to “experience” in my
teaching delivery is the Technology Integration Matrix (TIM) at the highest level - transformational. At the
transformational level, the students already have a conceptual and practical understanding of technology tools and are
guided to extend the use of these and other emerging technologies in self-directed and new ways in achieving learning
outcomes. Subsequently, the trainee teachers use their new and enhanced technology knowledge and skills to transform
their teaching delivery. Thus, the key question asked in this paper is as follows: How has the Technology Integration
Matrix at the transformational level been used to make the shift from “content” to “experience” in trainee teachers’
classrooms (f2f or blended)? The reflective practice and interpretive paradigms coupled with the TIM are used to inform
the transformation occurring from the researcher’s perspective. Sharing these “transformation” insights can provide useful strategies for integrating new and emerging technology to transform teaching and learning in the 21st Century and
identify areas for improving such technology integration.
Keywords: technology integration, teaching delivery, reflective practice
Promoting Disaster Education as a Critical Driver to Build a Culture of Safety in SIDS
Dr Idelia Ferdinand, Ministry of Education, St Vincent and the Grenadines
The aim of this paper is to explore the link between disaster education and reducing risk to disasters in small vulnerable
states. Hazards can disrupt the education system and cause serious setbacks in the learning process. When hazard
strikes, children are among the most vulnerable population group, but they can also be effective drivers of disaster risk
reduction initiatives.
Educational Institutions have a fundamental role of imparting knowledge and shaping behaviour and attitudes and
provides the best options for the dissemination of information on disaster risk reduction. Students can benefit from the
knowledge and understanding of the hazards likely to affect them and how to reduce risk, prepare and respond to
hazards. Teachers also have a critical role to play in helping children make sense of the information available to them
not only in specialised subjects but in general.
Policies have been developed nationally, regionally and internationally to guide the integration of DRR into the education sector. Integrating DRR into the Education Sector is essential to reducing vulnerability and building resilience.
Building resilience is important in promoting sustainable development and building a culture of safety in society. Disaster Education if well integrated into the education sector can be a driver towards building a culture of safety in SIDS.
However, such initiatives need the support from the highest policy level to ensure that the human and financial resources are invested in disaster education for the benefits to be realized.
Getting STEM Right from the Start: Using the Project Approach to Transform Early Childhood Teacher
Education
Mrs. Sandra Figaro-Henry and Dr. Sabeerah Abdul-Majied, The University of the West Indies, St. Augustine, Trinidad
This qualitative study investigated a yearlong professional development programme for preschool teachers which used
the Project Approach to develop participants’ skills in Science, Technology, Engineering and Math (STEM) teaching for
3-5 year old children. The investigation asked: What factors negatively affect STEM education in Early Childhood Cen-
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ABSTRACTS
tres in Trinidad? And what are the benefits of a STEM professional development programme which used the project
approach as a learning strategy for teachers? There is currently widespread consensus on the critical need to improve
scientific learning through STEM education particularly since early experiences affect later education outcomes. The
goal was therefore to facilitate effective learning strategies for teachers in STEM education so that they would develop
confidence and competence to teach STEM disciplines. STEM Smart Brief (2013)alluded to the problem of this study
when it stated that Educator Development is one critical area that may be negatively affecting STEM learning in young
children. Consequently, nine teachers from five early childhood centres participated in teacher training, online mentoring and classroom intervention. A child conference at the end showcased products children made for STEM classroom
projects. Findings are that only two of the nine teachers felt competent to teach STEM at the start of the programme. At
the end of the programme teacher benefits included confidence in facilitating STEM projects; improved use of digital
technologies; increased staff collaboration and new teacher interests in STEM learning and the creative arts. Children’s
knowledge of STEM concepts also increased. Additionally, family and community involvement was fostered.
Reference:
STEM smart brief: Lessons learned from successful schools. [p.2]. Retrieved from
http://www.successfulstemeducation.org/sites/successfulstemeducation.org/files/STEM%20Smart%20BriefEarly%20Childhood%20Learning.pdf
Action Research: Where Theory and Practice Converge
Dr E. Margarita Flack and Ms Donna Walter, University of Georgia, USA
In this session, two scholar-practitioners will share how they implemented action research (AR) methodology to educate
adults in two very different studies. One author conducted a study with rural small holders farmers while the other
author’s setting was a large, multicultural Catholic church.
AR focuses on “specific problems within a specific setting” (Merriam, 2009, p. 4). Glassman, Erdem, and Bartholomew
(2012) explain that while there are several approaches to AR there are common premises which can be found in each
including: definition of a system or organizational problem, development of “an action design” centered in small group
dynamics to address the problem, community members as the change agents, and inclusion of adult education
(pp. 274-275).
This framework creates a foundation of change agents along with long-term growth, program success, and operational
efficiency by cultivating experiences, tools, and interventions to foster long-term success. Stringer (2007) notes that,
“change is an intended outcome of action research … subtle transformations brought about by the development of new
programs or modifications to existing procedures” (p. 208).
AR is emergent and ever-changing. Stringer (2007, p. 9), states “people find themselves working backward through the
routines, repeating processes, revising procedures, rethinking interpretations, leapfrogging steps or stages, and
sometimes making radical changes in direction” (p. 9). This methodology helps adult educators in organiza ons and
communi es to understand causes and solu ons for unique challenges. Through AR, the team can provide a structure to
not only understand the issues and their causes, but also create interventions to create long-lasting change.
References:
Glassman, Erdem and Bartholomew (2012). Ac on Research and its history as an adult educa on movement for social change. Adult
Educa on Quarterly, 63(3), 272-288.
Merriam, S. B. (2009). Qualita ve research. CA: John Wiley & Sons.
Stringer, E.T. (2007). Action research (3rd). Thousand Oaks, CA: Sage
Attitudes of Chemistry Undergraduate Students Towards Mathematics at the University of the West Indies,
Cave Hill Campus
Dr. Leah Garner-O’Neale and Mrs Akeiya Cumberbatach, The University of the West Indies, Cave Hill, Barabados
Mathematics is core to all sciences, yet many science students can be heard echoing a general dislike for Mathematics
and Mathematics-related topics. This study was conducted to determine the attitudes of Chemistry undergraduates to-
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ABSTRACTS
ward Mathematics at the University of the West Indies, Cave Hill Campus. The questionnaire used in the study consisted of the Martha Tapia Attitude toward Mathematics scale which measured four domains: motivation, value, selfconfidence and enjoyment. There were 124 students in the actual study. The data collected was tested and analyzed
using Predictive Analytic Software Statistics (PASW) 18. Descriptive frequencies, independent t-test and one-way ANOVA analysis at a
confidence level of 0.05 were carried out. he study highlighted that the overall Chemistry undergraduates’ attitudes
toward Mathematics were moderate however, there was no statistically significant differences
based on their sex or level of study.
Perceived Factors that Influence Teachers’ Quality of Work Life in Primary Schools in one Education District
in Trinidad and Tobago
Dr George Gowrie, University of Trinidad and Tobago, Trinidad and Tobago
The study explored teachers’ perceptions of the most common indicators of their quality of work life in primary schools
in the St. George East Education Division of Trinidad and Tobago. It sought, also, to develop separate Quality of Work
-life (QWL) categories and make comparisons among schools.
The sample consisted of randomly selected 405 teachers from thirty (30) government and government-assisted schools
primary schools from the St. George Education District taking into account variables such as size, school type, demography and sex. The study examined the relationship between the demographic and school-level quality of work life factors as well as the predictive power of each independent factor on overall quality of work life.
The study employed a quantitative method using a cross-sectional design. The data were analyzed using the Statistical
Package for the Social Sciences (SPSS-SPG2). T-tests and ANOVA were used to examine teachers’ quality of work life
based on school type, location, sex and years of teaching experience. Correlation and regression analysis were employed to examine the relationship between each of the quality of work life factors as well as their influence on the
overall
dependent quality of work life.
The results indicated that the human relations QWL factors such as social integration, intrinsic characteristics and student-related issues were the most important dimensions of teachers’ quality of work life. The results indicated further
that there was a moderate to high correlation among the quality of work life factors and collegial relations among
teachers had the greatest influence on their work life in schools.
Keywords: teachers’ perceptions, quality of work life, primary schools
Parents’ Perceptions of the Importance of Home-School Partnership in Selected Primary Schools in Trinidad
and Tobago
Dr George Gowrie, Ms Cheryl Bowrin, Ms Mala Ramdass and Dr Judy Rocke, University of Trinidad and Tobago
The study addressed some of the key areas to be considered in building a strong home-school partnership that enhances student learning and makes a significant difference in the lives of children. Three home-school factors were examined in improving and supporting this partnership: home-school relationships, school-related factors, and shared decision-making.
The study investigated perceived differences in home-school partnership based on location and school type. It examined further the relationship between each of the three home-school factors as well as the predictive power of each factor on overall home-school partnership.
The study was a quantitative research using a cross sectional design. The sample consisted of 300 parents from the
St. George East Education District. The instrument used in the study consisted of 20 items that measured the three
dimensions of home-school partnership. Principal Component analysis was performed to ensure the validity of the
three independent factors. After factor analysis was performed the data were analyzed by T-Tests, Pearson Correlation
Coefficient and Regression analysis.
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ABSTRACTS
The results indicated there were significant differences in the three home-school factors according to school type and
location. There was also a high to moderate correlation between the three home-school factors. The results indicated
further that home-school relations were the most significant predictors of overall home-school partnership.
Keywords: home-school partnership, school-related factors, shared decision-making
Teacher Stress in Primary Schools in One Education District in Trinidad and Tobago
Dr George Gowrie, Ms. Natasha Dass, Mrs. Mala Ramdass, Mr. Cyril Harripaul and Dr Roland Birbal, University of
Trinidad and Tobago
The study explored teachers’ perceptions of the most common indicators of teachers’ stress in primary schools in the
St. George East Education Division of Trinidad and Tobago. It sought, also, to develop separate teacher stress categories and make comparisons among schools.
The sample consisted of randomly selected 219 teachers from a sample of government and government -assisted primary schools from the St. George Education District taking into account variables such as size, school type, location,
sex and years of teaching experience. The study examined the relationship between the school-level teacher stress factors as well as the predictive power of each independent factor on overall teachers’ stress.
The study employed a quantitative method using a cross-sectional design. The data were analyzed using the Statistical
Package for the Social Sciences (SPSS-SPG2). T-tests and ANOVA were used to examine teachers’ stress based on
school type, location, sex and years of teaching experience. Correlation and regression analysis were employed to examine the relationship between each of the stress factors as well as their influence on the overall dependent teacher
stress.
The findings suggested that there were no significant differences in teacher stress based on school type and location.
However, there were some significant differences based on age, sex and years of teaching experience on some stress
factors. Also, there was a high to moderate inter-correlation of the school level stress factors. Teacher workload followed by student behavior were the most significant predictors of overall teacher stress.
Keywords: teachers’ perceptions, teacher stress, primary schools
School Safety and Security
Ms Sonia Graham, Graduate Student, The University of the West Indies, Mona, Jamaica
The National Education Inspectorate report showed that of 205 Jamaican public schools inspected between September
2011 and March 2012, 30% were rated unsatisfactory in indicators of safety and security. School administrators continue to be concerned about safety and security challenges in high schools, including the presence of drugs, weapons,
gangs and inappropriate use of information and communication technologies. The Ministry of Education in 2008 responded to the aforementioned issues and published its Security and Safety Policy Guidelines.
This paper explores how high school students negotiate non-academic spaces within the context of cultural expressions,
focusing on their perspectives on school safety and security and their responses to security measures implemented in
schools. The Research Questions were “What safety and security measures are employed by administrators in nonacademic spaces of high schools?” and “How do students respond to implementation of safety and security measures?”
This ethnography was conducted in two high schools. The researcher photographed signs in school yards, examined
rules, observed students using gateways and yard spaces at selected times and conducted focus group interviews with
student leaders and other students. The socio-cultural interpretations of space by Foucault, 1977 and Lefebvre, 1991
were used to situate students’ daily negotiations in non-academic school spaces.
The findings reveal that non-academic spaces in high schools are highly securitized and that safety and surveillance
measures highlight tensions around issues of freedom and control. The research is significance to school managers and
can inform the process of creating safe school spaces while guaranteeing students’ personal rights.
Keywords: social production of space, high school, non-academic school spaces, school year, spatial rights, negotiation, school
safety, security
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ABSTRACTS
Transforming Assessment and Evaluation through analysis of Neuropsychological Assessment
Ms Makeda Greene, PhD Candidate, Howard University
Neuropsychological assessment is an important component in testing and evaluation of students because it provides
relevant information for student’s educational planning and evaluating specific learning disabilities. Neuropsychological
assessment can further provide foundation for an accurate diagnosis and useful recommendations for showing patterns
of strengths and weaknesses of student’s academic functioning and medical functioning such as sensory, perceptual
reasoning, memory, language and executive functioning (Silver et al, 2006). Currently, within assessment and evaluation there is a misdiagnosis and over identification of specific learning disabilities and academic difficulties amongst
racial and ethnic minority students, students of low socioeconomic status, English language learners, and black immigrant students across the United States; suggesting that diagnoses of academic difficulties may be operationalized
through a cognitive, social or functional perspective that does not provide an in depth analysis of the student’s overall
intelligence (Shifrer, Muller, Callahan, 2011). This discussion aims to present aspects of neuropsychological assessment
and evaluation as a cross battery approach with the Luria model of the Kaufman Assessment Battery for Children and
specific tests and interventions that can be used to thoroughly assess student’s academic abilities.
Validation of the Judgemental Approach used by CXC to Assure Comparability of Grades across Years
Professor Stafford Griffith, The University of the West Indies, Mona, Jamaica
The comparability of grades for the same examination taken by different candidates across years is an important quality
that a public examination must satisfy. The Caribbean Examinations Council benefitted from the practices of UK
examinations boards in establishing procedures to meet the technical requirements of its examinations and the grades
awarded to candidates. The procedures used by the Caribbean Examinations Council for assuring comparability of the
grades awarded for the same subject examination across years, continue to rely heavily on technical judgements of
panels of experts as is still the case in most UK boards. This paper reports on a study of the extent to which the results
obtained by the judgemental approach used by CXC to assure comparability of the Grade III/IV cut scores (at, and
above which
students are awarded satisfactory grades) is supported by the results obtained from statistical scaling procedures used to establish cut-scores that are comparable across years. The results of the study show that the
statistical scaling procedures and the judgemental procedures produce essentially the same results. This supports the
view that the judgemental
approach used by CXC is achieving the intended purpose. However, taking into
account the cost and demands of the judgemental approach, compared with the efficiency of the statistical scaling approach, it is recommended that CXC should consider utilizing the latter to assure comparability of the cut-scores of the
same examination across years.
Construction of Rating Scales for the Assessment of Peer-to-Peer Interactive Speaking Performance
Mr Romulo Guedez-Fernandez, PhD Candidate, The University of the West Indies, St. Augustine, Trinidad and Tobago
In the Anglophone Caribbean, Spanish plays an important role, both in high-school education and as a desired
communication asset. This study forms part of on-going research aimed at developing rating scales for the assessment
of interactive speaking performance for an advanced level Spanish course at the university level. Participants (n=30)
are Spanish majors and minors who are in their final year of their degree. All of the participants have received at least
nine (9) years of Spanish language instruction. In this academic context, Spanish language instruction and the respective curriculum follow the Common European Framework of Reference (CEFR) level C1. Classroom teaching activities
include discussions and debates on complex topics (politics, immigration, gender, etc.) as these types of tasks demand
more
interactive ability of test takers at this level. Similar types of tasks are used in each of the two peer-to-peer
oral tests which are assessed by two raters. The performance data-driven approach has been chosen in order to develop rating scales. The set of descriptors provided by the CEFR’s rating scales for conversation for the C1 level provides
allowances for a wide range of discrepancies for similar test performances. Feedback sessions on participants’ performance provided after each test as well as raters’ verbal reports while assessing students’ performances and test-takers
self-assessment not only allow us to arrive at a more robust definition of the construct of interactional competence for
this particular speaking test, but also enable the operationalization of this construct, provide more specific descriptors
for the new rating scales, and facilitate the validation process.
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Development and Validation of a Framework for the Assessment of Interactive Speaking Performance
Romulo Guedez-Fernandez, PhD Candidate, The University of the West Indies, St. Augustine, Trinidad and Tobago
This research is motivated by the need for an adequate instrument to assess Foreign Language Interactive Speaking
(FLISP) for a Spanish Programme at The UWI St Augustine campus. Participants are Spanish Majors/Minors who have
already completed 7 years of high school Spanish Language instruction. This will be the first time in which they would sit
a peer-to-peer oral examination while being assessed by two examiners. The purpose of this research is to develop and
validate a framework for the assessment of FLISP and provide the foundation for the development of appropriate scales
relying on existing models of language assessment, the Common European Framework of Reference for Languages
(CEFR) and empirical research. The sample population of about 150 year one, two and three Majors/Minors and a
multi-method approach underpin this investigation. The data collection instruments include tests scores, questionnaires,
semi structured interviews, students’ journals as well as focus groups with instructors, raters and other stakeholders. The
analysis of both quantitative and qualitative data will help to develop and validate the new framework and to determine
the ways in which the existing assessment of speaking is inadequate. Furthermore, this study also aims to determine to
what extent the newly developed framework can promote development of listening comprehension and interactive
speaking of university students. The findings of this study will have implications on the construction of appropriate rating
scales, thereby improving the Spanish programme. In the Round Table session data from a pilot study will be presented
and feedback about data methods of analysis and interpretation will be sought.
Teaching Advanced Foreign Language Listeners: Lessons learned from students’ perspective
Mr Romulo Guedez-Fernandez and Dr Anne-Marie Pouchet, The University of the West Indies, St. Augustine, Trinidad
This study examines the progress in Foreign Language (FL) listening comprehension by a group of university students
(N=30) enrolled in a Spanish major programme in The UWI. Participants were pursuing an advanced Spanish language course in their final year. The course integrates the four skills – reading, writing, listening and conversation –
around two different topics: immigration and politics. The course consisted of a total of six hours per week, two hours of
which were devoted to listening comprehension. Teaching and assessment for this course follow descriptions established by the Common European Framework of Reference for Languages (CEFR) for the C1 level. The classroom environment encouraged students to practise and reflect on the use of metacognitive strategies. Three listening comprehension tests were administered throughout the semester, after each test participants completed a metacognitive awareness
questionnaire (Vandergrift et al, 2006). Either fragments of interviews or conferences (7 - 12 minutes) about topics in
the target language were used to assess participants’ listening comprehension performance. In each case test takers
listened twice and were allowed to take notes. Test takers’ task for every test consisted of enumerating the most important ideas. Feedback on their listening comprehension was provided one week after each test. Participants kept a
weekly journal. Semi-structured interviews of ten students of different levels of proficiency provided further insights into
students’ listening comprehension performance. The paper reports on the findings of participants’ journals, test scores,
meta-cognitive awareness questionnaires and semi-structured interviews. Results indicated a positive washback. Implications of performance testing for advanced FL listeners are discussed.
Impact of Different Scoring Rubrics on Grade X-Xi Students’ Mathematics Scores
Dr James Halliday, The University of the West Indies, Cave Hill, Barbados
For the last thirty years, progressive mathematics curriculum and assessment educators have promoted the use of
authentic (performance assessment) tasks in teaching and assessing mathematics in schools. A major concern is that the
focus on one right answer only is out of sync with real life situations. This writer promoted this reform trend in several
CXC territories between 1999 and 2009. I conducted workshops in six territories to guide teachers in constructing
mathematics performance assessment /authentic tasks for Grades X- XI. The major concerns were the type of scoring
rubric that is best suited, the problem of rater reliability and likelihood that different raters might award different scores
to the same or similar tasks. I investigated these and related issues in a doctoral dissertation presented to UWI in 2013.
This paper presents the findings relating to rater reliability as well as the problem of whether the use of holistic rubric
and the analytic rubric would produce similar scores. Using multi stage sampling, 48 teachers from four territories
scored a sample of 160 projects and 120 problems. The data were analyzed using quantitative analyses (correlation
analysis, generalizability theory, paired sample t- test and ANOVA). There were no significant differences between the
scores awarded by rater pairs using the holistic and rater pairs using the analytic rubric. Rater reliability exceeded 0.80
for all rater pairs. The findings allay the concerns of teachers.
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How Pre-service Teachers Acquire the Knowledge and Skills necessary to provide Comprehensive Academic
Language Instruction for English Learners
Ms Lois Harmon, University of California, USA
Increasingly large populations of English Learners (ELs) attend public schools within the United States and teachers are
held accountable for the academic performance of these linguistic-minority students. To help ELs attain English fluency
and meet academic standards, English language development (ELD) instruction is implemented in many of the public
schools in California. Unfortunately, little research focuses on k-12 ELD instruction for ELs in US schools, and the interrelationship between English Learners' academic achievement and pre-service teacher (PT) preparation has commonly
been evaded (Saunders, Marcelletti, and Goldberg, 2013). However, we must rethink pre-service teacher preparation
in order to meet the linguistic and academic demands of ELs, as educating this population of students is a systemic issue (Coady, Harper, and Long, 2011; Vogt, 2009). The purpose of this study is to gain insight on how pre-service
teachers
acquire the knowledge and skills necessary to provide comprehensive academic language instruction for
English Learners. The following are the research questions for this study:
a) How do pre-service teachers learn about second language acquisition?
b) How are pre-service teachers applying information from their ELD course to their ELD Instruction?, and
c) How do pre-service teachers support English Learners’ English and academic language development?
Through analyses of a survey and interviews with pre-service teachers, this study examines how pre-service teachers
learn about and apply language acquisition theories and principles while teaching ELD.
References:
Coady, M., Harper, C., Long, E. (2011). From Preservice to practice: Mainstream elementary teacher beliefs of preparation and
efficacy with English Language Learners in the state of
Saunders, W., Goldberg, C., Saunders et. al, D. (2013). English language development: Guidelines for instruction. Journal of Educational Research and Ideas 37(2), 13-25.
Leadership Styles of California African American Community College Chancellors and Self Perceptions of the
Effectiveness of their Recommendations
Dr Andrè Harper, Columbia University-Teachers College, USA
This study focused on African American community college chancellors at multicollege districts in the state of California
and their leadership styles and self-perceptions of their recommendation effectiveness. The objective of this study was to
explore how African American community college chancellors distinguished themselves regarding leadership styles and
recommendation effectiveness. There are 112 community colleges in the state of California, which consists of 72 districts and 23 multi-college districts. The first community college was established in 1910 (Fresno City College) and in
1967 the California Chancellors Office was created. The researcher identified only 19 (two deceased) current and former African American community college chancellors at multi-college districts in California history, of which 11 chose
to participate in this study. Participants completed the Leader Effectiveness Adaptability Description (LEAD-Self) instrument and a Chancellor Experiences Survey. Findings revealed 64% of the participants were classified as “selling” leaders, meaning they used behaviors that explain, persuade, and clarify. Their secondary leadership styles were
“participating and telling,” which correlate with problem solving/encouraging and guiding/directing, respectively. This
study included recommendations for implementation by the researcher, participant recommendations to community
college administrators, and participant recommendations to aspiring chancellors. A recommendation by the researcher
suggested studies should be conducted that focus on African American chancellors in other states to explore whether
the perceptions are similar or different. The results of the demographic data correlations were interesting as a character
analysis but were not surprising when compared to statistical data of upper administrators in collegiate education.
Rebuilding Identities: Being good Teachers in Schools Facing an Externally Induced Reform
Raena Harper De-Four, The University of the West Indies, St. Augustine, Trinidad and Tobago
The purpose of this qualitative descriptive case study is to identify, and to better understand, the process of
reconstructing teacher identities as is articulated in the extensive current literature on teacher identity and teacher
identity formation. The study seeks to describe the process that teachers use to maintain their professional identity as
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ABSTRACTS
‘good teachers’ in the reform context. Using a combination of teacher generated metaphors and the text of their
responses to questions on perceptions of teacher identity, a Metaphor-Identity Complex construct was generated which
allowed for the classification of teacher types such as stewards-didactic, stewards-pedagogical, choice-based-didactic,
and systemic-pedagogical. Analysis using the constructed Metaphor-Identity Complex lens suggests that interpretation
of reform efforts follow particular lines for each classification of teacher type. The Metaphor-Identity Complex created
an avenue for suggesting how particular teacher types would respond to the impact of reform efforts on the professional
identity- repair, renovate or reconstruct. The study concludes that as teachers would ultimately be the implementers of
the reforms, that the policy makers should embrace processes that help engage teachers in negotiating changes to their
professional identity. Time and support should be given to allow for the process of modifying teacher identity during
school improvement efforts, thereby, resolving some of the tensions that are known to exist between teachers and policy
makers in the Republic of Trinidad and Tobago.
Keywords: metaphor, identity, metaphor-identity complex, teacher professional identity, school reform
The Disadvantaged Dreamers
Ms Jamelia Harris
Research on educational equity demonstrates that the demographics in higher education reflect complex inequalities.
The data repeatedly indicates that K-12 has forsaken African-American students. Educational-attainment has been an
essential component of the ‘American Dream’ yet this has remained elusive for disadvantaged dreamers. While studies
have rightly focused on the systems that perpetuate disenfranchisement, it is also important to investigate programs that
work to reduce the racial gap in educational-attainment. This study examines the restorative response to inequality by
UCSB’s Black Student Union, focusing on their outreach program for Black high school students. Participants completed a survey and an item-analysis was conducted to assess the program’s perceived benefits and limitations. This study
also evaluated free-responses using a content-analysis method. I hypothesized that the program positively influences the
educational aspirations of participants, and that with increased university support, BSU will be better equipped to make
this dream a reality for the participants.
Student Ratings and Course Evaluations: Improving Teaching and Learning in Higher Education
Dr Sylvia Henry, The University of the West Indies, Cave Hill, Barbados
Whether we like it or not, end-of-course student evaluations of lecturers are ubiquitous in higher education. Universities
consistently use student ratings and evaluations for summative purposes for making decisions on promotion, and tenure
or formative development of faculty. But how prepared are our faculty to receive and act on this feedback? This paper
offers a case study of one university’s attempt to support faculty understanding and use of student evaluations to foster
better teaching and learning. This is a difficult proposition, as “Student course evaluations have been established as a
source of anxiety for faculty” (Hodges & Stanton, 2007) and for some incite outright hostility (Franklin & Theall, 1989).
According to Theall and Franklin (2000) the discomfort of faculty over ratings and shortfalls in good classroom practice
can lead to faculty discounting their importance and hindering teaching and course development efforts. Moreover, a
wide range of research (e.g., Beran et al., 2005; Campbell & Bozeman, 2008, Marsh 2007) suggests while some faculty view ratings positively, they do not use the results to make changes to their course or their teaching, with little impact on teaching effectiveness and performance. It is therefore critical, as Hodges and Stanton (2007) posit, that faculty
receive assistance and guidance to view evaluations more positively and adopt a more scholarly approach to teaching,
which results in effective changes. This paper offers an analysis of over 5,000 university student course evaluations
and ratings and presents specific strategies that can be utilized during consultations or by individual lecturers to improve
teaching.
Key words: course evaluations, ratings, effective teaching and learning, active learning, feedback
References
Beran, T., Violato, C., Kline, D., & Frideres, J. (2005). The utility of student ratings of instruction for students, faculty and administrators: A “consequential validity” study. Canadian Journal of Higher Education, 3592), 49-70
Campbell, J.P. & Bozeman. W.C. (2008). The value of student ratings: Perceptions of students, teachers and administrators. Community College Journal of Research and Practice, 32(1), 13-24
Franklin, J., & Theall, M (1989). Who reads ratings: Knowledge, attitude and practice of users of student ratings of instruction. Amer-
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ABSTRACTS
ican Educational Research Association, San Francisco
Hodges, L.C., & Stanton, K. (2007) Translating comments on student evaluations into the language of learning. Innovative Higher
Education, 31, 279-286
Marsh, H.W. (2007). Do university teachers become more effective with experience? A multilevel growth model of students’ evaluations of teaching over 13 years. Journal of Educational Psychology, 99(4), 775-790
Theall, M. & Franklin, J. (2000). Creating responsive student ratings systems to improve evaluation practice. In K.E.
Ryan (Ed.) Evaluating teaching in higher education: A vision for the future. New Directions for Teaching and Learning, 83, 95-107
The Idea vs The Experience of Culturally Relevant Curriculum at the Tertiary Level
Dr. Susan Herbert and Dr. Phaedra Pierre, The University of the West Indies, St. Augus ne, Trinidad and Tobago
Prompted by comments in the press that the school curriculum of Trinidad and Tobago is culturally irrelevant to our
contemporary students, a series of research studies were conducted to examine the issue of cultural relevance and to
begin to develop culturally relevant resources and a definition of the term which can be applied in the Caribbean context.
The findings of the last study indicated that many Master’s level students could not identify cultural beliefs or practices
which can support teaching. Some questions raised then were “As teachers move up the education ladder, do they
seem to become more divorced from cultural connections with the society? What are the implications for the tertiary
education institutions responsible for teacher training?” (Pierre & Herbert, in press).
The current study examines teaching practice in two MEd level courses offered at the University of the West Indies,
St. Augustine. One is a foundations course required of 97% of Postgraduate students in the School of Education and
the other is a required course for Master’s students specializing in Youth Guidance.
Document analysis and focus group interviews gave the lecturers’ perspectives on the inclusion of cultural beliefs and/
or practices in the courses identified (the idea of cultural relevance). A survey gleaned the opinions and experiences of
the teachers in training about the level of cultural relevance of the content and delivery of the courses (the experience).
Initial reviews indicated that there was little evidence of cultural relevance in the course outlines. However, the survey
and interviews showed how cultural elements were infused into the classroom experience of these Master’s students.
Keywords: culturally relevant curriculum, teacher training, ter ary level educa on
Transforming the Postgraduate Diploma in Education Programme: First steps
Dr Susan Herbert and Dr Jennifer Yamin-Ali, The University of the West Indies, St. Augus ne, Trinidad and Tobago
An evaluation of the Dip Ed programme (2004-2009) using fourth generation methodology revealed the expectations,
claims, concerns, and issues of stakeholders, including MOE personnel and SOE staff. Among the findings were that
both parties were concerned that graduates reverted to old practices on completion of the programme. In response to
that evaluation, this research therefore investigates the current status of Dip Ed graduates’ practice. A purposive sample
of graduates from four of the six curriculum specializations, who had been awarded a Grade A in the practicum, was
selected. The participants were observed at least twice in their classrooms and were assessed against the same criteria
used during their year on the programme. An interview protocol was also developed to determine graduates’ philosophy of teaching, their experience of transitioning from untrained to trained teacher, and the factors which facilitated and
hindered the application of principles and theories to which they were exposed on the Dip Ed programme. Data analysis from two of the four curriculum specializations revealed that the programme enhanced lesson planning skills, classroom management and questioning skills and that classroom organization was essentially traditional with whole group
teaching as the preferred approach. Contextual issues such as technical support; school policies and processes; relationships among staff; programmatic issues; and societal issues facilitated or hindered the application of principles and
theories, including student-centered approaches. The implications of the findings for review of the Dip Ed programme
are discussed.
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Students’ Response to Safety and Security Interventions in Select Jamaican High Schools
Mrs Nola Hill-Berry and Mrs Genevieve Shaw, University of Technology, Jamaica
Safety and security concerns are paramount not only for individuals but also for institutions of learning. It must not be
taken for granted that schools are immune to the mounting crime and violence in today’s society. In fact, quite the
opposite is true, with several concerns regarding safety in Jamaican schools ranging from flooding of school compounds to unsecured pipes leading to gas cylinders in children’s play area; and security issues surfacing in recent years
from
boisterous behaviours to fatal incidents. Faced with this damning reality, the Ministry of Education,
in partnership with the Ministries of Youth, Health and National Security, along with other organizations and have implemented a number of strategies for improving safety and security in schools. The purpose of this paper is to examine
the safety policies and guidelines developed by the Ministry of Education, along with the strategies implemented in
schools to reduce incidences of crime and violence, and to minimise the effects of hazards and other occurrences. Further it will examine the students’ response to the implementation of these measures. Eighty students from three high
s c h o o l s
i n
t h e
c o r p o r a t e
a r e a
o f
Kingston, Jamaica will be selected for the study. Data will be collected using questionnaires and will be analysed using
quantitative and qualitative methods. The paper will conclude with recommendations based on the findings.
Keywords: safety and security, safety and security interventions, high schools
Developing and Sustaining School/Community Partnerships: Lessons from the Field
Veronica Holly, Teachers College, Columbia University, USA
School and community partnerships are designed to increase the flow of resources into and around the school. Such
partnerships have had a positive impact on both students and (Dryfoos, 1994) their families. Across the United States,
communities have witnessed improvements in student learning, healthier children, increased parent involvement and
fewer behavioral problems among teens due to school and community partnerships.
However, communities and schools encounter numerous challenges implementing and sustaining collaborative partnerships. An unexpected product of such collaborations is the accountability burden schools incur in an effort to serve all
members of the community. When schools partner with outside organizations they become accountable not only to their
students, but also to student’s families, service providers and the community at-large. In addition, private entities and
community organizations are often challenged with finding the right schools that are receptive to their needs, program
design, and goals.
There is no one best way to build effective school and community partnerships, however there are guiding principles
practitioners should consider during their formation. My paper presentation will provide a theoretical overview of the
importance of school and community partnerships, as well as U.S. research findings on building and sustaining such
partnerships. Using exemplar partnerships from a university/school partnership as a guide, the paper will describe the
key elements of successful public/private partnership between, schools, community organization, businesses, universities and families.
References:
Dryfoos, J. (1994). Full-Service Schools: A revolution in health and social services for children, youth and families. San Francisco:
Jossey-Bass Publishers.
Inclusive Special Education: Transforming the Education of Children with Special Educational Needs and
Disabilities
Dr Garry Hornby, University of Canterbury, New Zealand
The development of special education and inclusive education has been based on different philosophies that have
provided alternative visions for the education of children with special educational needs and disabilities (SEND). It is
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ABSTRACTS
proposed that what is now needed is a clear and coherent vision for the education of children with SEND that will replace both inclusive education and special education. A theory of inclusive special education will be presented that
comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies
and procedures of special education. Inclusive special education aims to provide a vision and guidelines for education
policies, school procedures and classroom teaching strategies that will facilitate the provision of effective education for
all children with SEND, wherever they are educated. The presentation will be based on the author’s latest book, Inclusive Special Education, which was published by Springer in September 2014.
Key elements of inclusive special education include:
 Implementation of evidence-based practices for children with SEND
 Use of effective teaching techniques for a wide range of SEND
 Effective teaching strategies for inclusive and special education settings
 Effective organization of mainstream schools for addressing SEND
 Essential skills for collaborating with professionals and parents
 Development of comprehensive systems for inclusive special education
Case Study of the Enactment of Proof and Reasoning Tasks in Secondary School Mathematics in Trinidad
and Tobago
Mr Andrew Hunte, PhD Candidate, University of Illinois at Urbana-Champaign, USA
In the climate of mathematics education reform in Trinidad and Tobago, educational stakeholders are now promoting a
more learner-centered, constructivist approach to the teaching and learning of mathematics and an increased emphasis
on proof and reasoning. In a response to these policy recommendations, the Caribbean Examination Council (CXC)
has embarked on increasing the opportunities for students to engage in pattern identification, conjecturing, and proving
in revised assessments and course syllabi in Mathematics and other STEM-related subjects. Teachers as agents of the
new reform initiatives are faced with the task of implementing instructional polices which promote proof and reasoning
as integral components of all students’ mathematical experiences. However, little is known about how proof and reasoning is taught in relation to recent reform-oriented curriculum materials. Therefore, this paper seeks to provide insight
into how one secondary school teacher enacted proof and reasoning tasks aligned with the reform-oriented curriculum
materials. Teacher interviews, observation protocols, audio, and video recordings of the enacted lessons and teacher
artifacts provide my sources of data for this case study. My analysis of the data suggests that the teacher created a
classroom environment reflective of a socio constructivist’s perspective to learning by establishing sociomathematical
norms, scaffolding, use of open-ended questions, and re-voicing students ideas. These aforementioned actions helped
the teacher maintain higher levels of cognitive demand during discussions. The findings suggest implications for improving learning of proof and reasoning in Trinidad and Tobago and also understanding how teachers could enable
students to develop critical-thinking skills applicable to other STEM-based subject areas.
Male and Female School Constituents’ Rating of the Performance Dimensions of High Performing Principals
Dr. Disraeli Hu on, The University of the West Indies, Mona, Jamaica
This study seeks to analyse the rating by male and female school constituents of high performing principals on eight
sub-scales, which represented the areas of effective school performance obtained from a questionnaire administered to
constituents from 125 schools across Jamaica. The Principal Components Analysis (PCA) generated four dimensions or
factors (philosophy and abilities, leadership, student support systems and community support and relationship) that
conceptualized the areas of effective performance by high performing principals. The mean scores showed that male
school constituents had a slightly more favourable rating of the four dimensions than female constituents. However, the
analysis from the independent samples t-test showed that there was a significant difference between the rating of male
and female school constituents on the dimensions of leadership, and community support and relationships. For the
dimensions of personal philosophy and abilities and student support system there was no significant difference between
male and female constituents on the rating of high performing principals. School constituents rating of high performing
principals of above 4 on a rating scale of between 1 and 5, five being the highest, confirmed their selection as high
performers by regional directors and senior education officers. Despite the slightly higher rating of male constituents,
the significant differences (which were weak) applied to two of the four dimensions. The influence of personal characteristics, perceptions and biases of male and female constituents in assessing the job performance of high performing
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ABSTRACTS
principals may explain the differences reported for the dimensions of leadership and community support and relationship.
The Role Critical Theory and Pedagogy can Play in Enhancing, Extending and Supporting Graduate and Undergraduate Teacher Education Programs
Dr Arle e Ingram Willis, University of Illinois, Urbana-Champaign, USA
Background Context: This study was undertaken in Pelotas, Brazil over four-months in 2014. I conducted a qualitative
study of Paulo Freire’s scholarship amongst faculty and graduate education students at the Universidade de Federal
Pelotas.
Research Question: The central question guiding my research project was: What role can critical theory and pedagogy
play in enhancing, extending, and supporting graduate and undergraduate teacher education programs?
Participants: The participants included four university administrators, four faculty members and three doctoral candi-
dates.
Research Design: In this qualitative case study I conducted 30 – 60 minute interviews with each participant. In addition, I
was able to observed classroom instruction, toured ancillary facilities, and reviewed documents of the translation and
application of how Freire’s theory. In addition, I observed classroom instruction at the university and in local public and
private schools, and observed ancillary university-sponsored programs.
Findings: Freire’s research remains a central part of the ideological and theoretical assumptions that underpin much of
the teacher education program at the Universidade de Federal Pelotas. Freire’s ideas live on in the life and work of current administrators, faculty and graduates of this program. Graduates who are no longer at the university continue to
draw inspiration from Freire’s scholarship in the multi-tiered education system of Brazil.
Conclusions/Recommendations: A greater understanding of the impact of Freire’s work can only be had when one is
within the context of Brazilian society. Given, their positionality on race, non-Brazilians approach Freire’s work differently and have called into question the intersectionality of race, class, and gender.
Expressive Content Writing - The Inclusion of Poetry in History Courses!
Dr. Frank Jacob (CUNY) and Maria-Theresia Jacob, Senior High School Bad Königshofen, Germany
While expressive wri ng is mainly used in English classes or other language courses, it could also be used in History
courses. Using poems, e.g. war poems of World War I, as a first contact medium, which provides an insight into a historical situation or environment, it is a way to use expressive writing based on content to stimulate the interest of students with regard to the materials. Thereby two different teaching frameworks, i.e. language analysis and historical
teaching, can be combined to give the students 1) a better impression of the topic and 2) the possibility to reflect about
the topic while increasing their language capabilities. The proposed presentation will give an insight to our teaching
experiences using this method to show that the combination of different subjects might be a fruitful way to establish a
content alliances
between those teaching methods.
What Value do they Attach to Education? Perspectives of Jamaican Secondary Students and their Parents
Professor Zellynne Jennings-Craig and Professor Ms Loraine Cook, The University of the West Indies, Mona, Jamaica
Education is perceived as the route to social mobility, as having the power to transform and change and to drive the
engine of growth in a nation. However, such perceptions only make sense if the users of education value the process
itself. Research at the secondary level in Jamaica revealed that the low value attached to education was one of the
main causes of absenteeism (Jennings and Cook 2014). But what value do parents and their children attach to education? This is the main question that this research seeks to answer. The writers developed a 21 item questionnaire using a Likert scale to ascertain the value that secondary level students and parents attached to education. Use of multivariate statistical analyses enabled a comparison of significant differences between students and their parents in the
value they attached to education according to age, gender, geographical location, level of education of the parents
and their employment status. The influence that teachers, the schools and the parents themselves have on the value that
students and their parents attach to education are discussed and recommendations made.
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ABSTRACTS
References:
Jennings, Zellynne, Cook ,Loraine, D. 2014 Causes of Absenteeism at the Secondary Level in Jamaica: Parents’ Perspective. Development in Practice
Centralization and Decentralization of Instructional Leadership for Science and Mathematics in South Africa
Professor Loyiso Jita, University of the Free State, South Africa
Historically, instructional leadership has often been studied as a dichotomy between autonomy and control of
instructional decisions by teachers. That is, instructional leadership is about attempting to influence decisions on what to
teach, how and with what resources to either align with centrally determined priorities or to support and empower
teachers to make professional decisions that facilitate student learning in their classrooms. This paper is about the interplay between autonomy and control or centralization and decentralization of instructional leadership in the South African context. Unlike Singapore, for example, which is often described as a centralized autocracy or the United States of
America whose education system is specifically designed to frustrate any attempts at centralization, the South African
education system is constitutionally constructed to exhibit elements of both centralization and decentralization. By
examining instructional leadership practice across three provinces in the country, I explore the efficacy of South Africa’s
mixed design for providing effective instructional guidance to teachers of science and mathematics. I, specifically, use
the four themes of prescriptiveness, authority, consistency and power to examine the influence of leadership and guidance on teachers’ practices. Given the “unique” and mixed design provided for by the constitution, instructional guidance in South Africa is fairly prescriptive and has sufficient authority, but is weak in terms of providing for consistency
and power in practice. I conclude the paper by offering some recommendations regarding the alignment of these four
attributes of an instructional leadership system and the possibilities for a future research agenda in this regard.
Keywords: instructional leadership, science education, mathematics education, decentralization
The Process of Rubric Development - Accountability in the Assessment of Student - Teachers’ Practice on an
In-service Teacher Education Programme in Trinidad and Tobago.
Dr Arthur Joseph and Mrs. Susan Otway-Charles, The University of the West Indies, St. Augustine, Trinidad and Tobago
For more than 30 years the teacher education programme under consideration has evaluated the practice of studentteachers in their classrooms. Previously the assessment tools used by each curriculum area differed to some degree. In
2013, the teaching staff on the programme made a decision to create a standardized rubric in an effort to enhance the
accountability and standardize the assessment of teachers across curriculum areas. The authors of this research were
part of a team who were charged with the task of creating a rubric for this purpose.
This is a Self-Study which allowed us to document the processes which we underwent in the creation and fine-tuning of
a generic teaching practice assessment rubric. We attempted to address the following Research Questions:
1. What processes are involved in the development of the standardized rubric for the assessment of secondary
student-teachers’ practice?
2. What lessons have we learned as a result of these processes and how can they inform the further refinement of
the rubric?
The experience of this undertaking evidenced the complexities inherent in developing a rubric to be used across
curriculum areas. It also highlighted the urgent need for capacity building as there are some members of staff who feel
they were not adequately equipped to construct such an instrument. The staff continues to work on developing a teaching
practice assessment instrument that seeks to address some of the issues and recommendations which have
been raised.
Keywords: standardized rubric, assessment of student-teachers’ practice, process, self-study
Creating Safe Spaces: A Case for the Implementation of Alternative Dispute Resolution in the School
Curriculum
Professor Gail Joseph-Alleyne, University of Trinidad and Tobago
Conflict caused by anti-social behaviour, delinquency and crime are endemic problems that beleaguer our homes,
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ABSTRACTS
schools, communities and societies. The increasing reports of conflict and indiscipline in schools have led to many
changes in
education policies and programmes. However, many of the strategies have been ineffective and
appear to result in
adverse consequences for students, families and communities.
In Trinidad and Tobago the National Task Force on Education (1994) states that an effective education system can be
a powerful preventative measure saving the society from a proliferation of serious anti-social behavior. Based on this
premise, the author recommends the implementation of Alternative Dispute Resolution (ADR), an interactive skill based
course that combines both theory and practice to engage participants in building pro social skills and social competencies. Unlike other programmes ADR focuses on issues and needs and emphasizes the holistic sustainable development
of the individual suited to the current and future needs of our society.
The researcher uses a qualitative approach and employs a case study methodology. The study presents preliminary
findings from current research which is aimed at discovering and understanding the substantive content and process for
the implementation of Alternate Dispute Resolution into the Early Childhood Care and Education (ECCE) school
curriculum. The findings will increase stakeholders’ awareness and provide useful recommendations to assist educators
in the planning of effective education programmes in order to engender appropriate behaviour and foster a culture of
peace in the family, classrooms, schools, communities and society.
Teacher Investments, Outcomes and Burnout among Jamaican Secondary School Teachers
Ms Mia Jules and Dr Donna-Maria Maynard, University of the West Indies, Cave Hill Campus, Barbados and
Dr Garth Lipps, University of the West Indies, Mona Campus, Jamaica
Teaching has consistently been identified as a ‘high stress’ job and one important way in which teachers evaluate their
occupational environment is by the investments made and the outcomes that they receive in return. These exchanges
can have implications for the stress experienced by teachers and may vary depending on the persons with whom they
interact within the school environment. This research examined the relationships among the investments made, outcomes
received and the experience of burnout by Jamaican Secondary school teachers. The sample included 260 teachers from 15 schools within the Kingston and St. Andrew region. This number of schools sampled was
based on the percentage of traditional high (47%), non-traditional (33%) and technical schools (20%) within the sampling frame. A correlational
research design was used which included a self-administered questionnaire.
The following scales were administered: the Revised Specific Reciprocity Index and the Maslach Burnout Inventory. Of
the 450 teachers sampled, 260 responded, thereby creating an overall response rate of 57.8%. Significant relationships were found between the investments made by teachers and the returns obtained when interacting with students,
colleagues, parents and the school administration. In addition, significant relationships were found between teacher
investments and the experience of the three components of burnout (i.e. emotional exhaustion, personal accomplishment and depersonalization). The practical implications of the findings for how teachers can better manage stress and
their workplace interactions are discussed as well as study limitations and recommendations for future research.
Listen and Learn! The Power of Listening in Second Language Learning in an Anglophone Setting
Dr Janice Jules, The University of the West Indies, Cave Hill, Barbados
The article examines some of the perceptions which exist about listening and listening proficiency in second language
learning and teaching in an anglophone setting. It highlights the transformation of theorizing relevant to the skill of listening which has taken place from the earlier era until these more modern times. In particular, the teaching and learning principles are presented as two areas in which changes have also evolved.
There is focus on how the consistency in the emergence of well-founded information about the teaching of listening has
resulted in its heightened status. Furthermore, there is insight into the influence this enhanced position has on second
language teaching within the English-speaking environment of Barbados, where there is a refocusing on the importance
of second language teaching at the tertiary level.
Moreover, the article seeks to present details about the importance of defining listening as a complex process rather
than a passive skill. It also looks at the significance of focusing on the modes and functions of listening during formal
instruction. Attention is also given to the importance of the utilisation of authentic listening activities based on strategies
and methods associated with the Communicative Approach in the acquisition of the target language.
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ABSTRACTS
Supplemental or Fundamental: The Summer Instructional Workshop in Reading Comprehension at The UWI,
Cave Hill Campus
Dr Janice Jules and Dr Korah Belgrave, The University of the West Indies, Cave Hill, Barbados
Results of the Barbados Secondary Schools Entrance Examination often show weaknesses in students’ comprehension
skills. Teachers’ anecdotal reports of poor performance in comprehension and the challenge teachers face of finding
good and relevant texts for comprehension corroborate these results. The discipline of Linguistics (UWI, Cave Hill Campus) felt that we could make a significant contribution by helping teachers rethink their approach to the teaching of
comprehension. In July, 2013, the Discipline presented a two-day Summer Instructional Workshop in the Teaching of
Reading Comprehension. It targeted teachers from primary schools and sought to advance their continuing education
in methods and strategies in language arts teaching. A further aim was to encourage participants to become comprehension resource persons at their schools.
The workshop exposed teachers to current theories in reading comprehension and demonstrated how theories could be
linked to instruction to enhance delivery. Participants engaged actively in utilizing culturally relevant material and
information from the students’ environment to formulate interesting and authentic reading passages related directly to
their students’ experiences and in formulating appropriate questions.
An analysis of the participants’ work and their evaluations validated the conclusion that they understood the necessity of
using effective reading comprehension skills and strategies as well as acknowledged the value of a knowledge of linguistics and its effect on the delivery of instruction. Furthermore, the information supported the judgement that the Summer
Instructional Workshop in Reading Comprehension at The UWI, Cave Hill Campus is central to effective language arts teaching at the primary level.
Resource Availability, Metaphors and Teacher Effectiveness: A generic case study of a low performing school
in Tobago
Ms Nicole Kent, Graduate Student, The University of the West Indies, St. Augustine, Trinidad and Tobago
Resource scarcity is a major factor affecting many schools world over. According to Taylor (1997) school resources are
classified as materials, human, financial, time, training and goodwill. The latter, goodwill, is probably the most significant as it transforms teaching from a career to a vocation. Vocation refers to work that serves the good of others and
at the same time offers meaning, identity and fulfilment for oneself as a teacher (Wineberg, 2008). School Y, an urban
high school in Tobago, presents a very demanding educational context for its teachers over how they construct and
utilize school resources. This is manifested in several areas including how they view material, financial, time and training
resources. Accordingly there is a perception among teachers at this school that the availability of resources
has an impact on their effectiveness especially when they view teaching as a vocation. To better understand this phenomenon, the study integrates as its conceptual framework, the claims by Danielson (1996) which posits that teacher
effectiveness can be examined in relation to the areas of classroom management, planning and delivery of instruction;
Mc Caughtry et al., (2006) which posits that resource challenges are related to the challenges of sufficiently serving the
students; and
Wineberg (2008) who claims that the impact on teacher effectiveness depends on the ethical
metaphor teachers use in conceptualizing school resources since this is central to their “personal-professional formation” (p.8). This paper is a
qualitative case study that reports on how fifteen teachers at School Y viewed
and use resources essential for teacher effectiveness and the challenges they face in doing so when teaching is construed as a vocation. The findings of the study suggest that these teachers conceptualize their use of resources in terms
of ethical metaphors and the majority of them conceptualized and used resources as a “Covenant” (Wineberg, 2008),
that is, they conceptualized resources as ‘mutual gifts’ coming from them and the other, in this case the school. The
majority of them saw the school as breaking the ‘covenant’ by not providing its share of the resources for them to function as effective teachers. To overcome the
challenges teachers face, metaphor deconstruction is suggested. This
includes carrying out a needs analysis followed by the development of a systematic resource strategic plan at the school
and reconstruct their new metaphors based on this analysis, if teacher effectiveness is to be enhanced.
Key words: teacher effectiveness, teaching resource availability, teaching metaphors, school development panning, covenantor, mentor
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Engaging African American Middle School Girls in STEM: The Power of Informal Learning Programs
Ms Natalie King and Professor Rose Pringle, University of Florida, USA
An expertise in the areas of Science, Technology, Engineering, and Math (STEM) is required for nations to maintain
national security and international competitiveness in this 21st Century global market. However, many reform efforts in
education that seek to promote effective instruction still fail to meet the needs of underrepresented populations,
especially African American girls, and thus only a limited number of African American women pursue STEM careers.
FOCUS, an informal learning STEM program, provided African American middle school girls with reform-based STEM
learning experiences. Using an interpretive design, we investigated the following questions:
1. How do African American middle school girls experience an informal summer program that focuses on STEM and
cultural relevance?
2. What is the impact of a summer informal STEM program on African American middle school girls’ perceptions of
themselves as learners?
Data analysis revealed that becoming aware of STEM career options provided the girls with opportunities to dream of
possibilities and to project themselves into that image; culturally aware STEM teachers are able to embrace their roles
as
mentors beyond mediators of content knowledge; and an informal STEM learning environment provided the girls
a sense of belonging, and exposure and interest to STEM careers. Our findings have implications for practice and seek
to confirm that when credence is given to the cultural experiences of African American middle school girls, they are
poised to reveal their luster toward STEM learning. We therefore submit this proposal to the strand: Improving Learning
Strategies in STEM.
Teacher Experiences Implementing the Continuous Assessment Component (CAC) of the Secondary Entrance Assessment at a Primary School Facing Challenging Circumstances
Mrs Nadia Laptiste-Francis and Dr Elna Carrington- Blaides, The University of the West Indies, St. Augustine, Trinidad
There is a lack of research within the Trinidad and Tobago context on teaching practices within schools facing challenging circumstances. These schools typically serve students deemed to be “at-risk” of academic failure due to social, economic, cultural or behavioural factors. .Furthermore, proponents of the current assessment reform have not considered
whether the CAC initiative may compound the challenges teachers in these contexts experience. This study utilized a
qualitative case study approach aimed at exploring teachers’ experiences implementing the CAC under the difficult conditions they confront at their school. This research specifically chronicled the impact of extenuating circumstances such
as school culture and lack of resources on teacher beliefs, attitudes and practice towards this assessment reform.
Hence, the study was guided by one overarching question: What are teachers’ experiences implementing the Continuous Assessment Component at a primary school facing exceptional challenges? Data was collected using in depth
face to face interviews, questionnaires and reflective journals.
The findings revealed seven major themes: slow teacher buy-in; inadequate front end training: dysfunctional support
systems; parental apathy; contextual barriers and ad hoc implementation. These findings suggest that teachers did not
buy in to the CAC because of perceived deficiencies in training and lack of parental and external support systems.
Keywords: Nadia Laptiste-Francis, continuous assessment, schools facing challenging circumstances
Inclusive Education: An Investigation into the Inclusion of Students with Severe to Profound Hearing Impairments at three General Education Secondary Schools in the Educational District of Victoria, South Trinidad
Mrs Joan Lawrence and Dr Elna Carrington-Blaides, The University of the West Indies, St. Augustine, Trinidad
The purpose of this multi-site, phenomenological, qualitative case study investigation was two-fold. It sought to unearth
and describe the experiences of major stakeholders: students with severe to profound hearing impairments, their par-
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ABSTRACTS
ents and teachers, regarding the inclusion of the students at their regular secondary schools. This study also sought to
discover whether barriers as identified in the Social Model of Disability, the framework for this study, were embedded in
their experiences.
The model indicated that persons with disabilities encountered environmental, attitudinal and organizational barriers,
and the model was used as a guide to investigate the experiences of the major stakeholders. The literature review informs several open-ended questions which reveal the participants’ experiences.
This research project is of great significance as it adds to the sparse literature that already exists globally on inclusive
education for students with hearing impairments. Furthermore, this investigation is significant to Trinidad and Tobago
and the Caribbean region, as up to the time of writing no studies related to the inclusion of students with severe to profound hearing impairments in secondary schools were located locally or regionally.
The investigation revealed the majority of stakeholders had negative experiences regarding the inclusion of the students
under study. Though few stakeholders had positive experiences, the inclusion of students with severe to profound
hearing impairments in secondary schools is generally not consistent with the ideals of inclusive education.
Keywords: Joan Lawrence, inclusive education, severe hearing impairment, profound hearing impairment, social model of disability
The Use of Music and Movements as a part of the Arts on the Social Skills and Emotional Growth of Children in an Early Childhood Classroom
Ms Renè Level, University of Technology, Jamaica
The inves ga on was undertaken to examine the extent to which music and movement is used in the early childhood
classrooms. This study was conducted in an early childhood ins tu on. A sample of seven teachers and ten children were
used in the inves ga on which was guided by four research ques ons. In order to obtain the informa on required, a
teacher’s ques onnaire and a teacher’s interview was administered to find out how knowledgeable teachers are and their
feelings and a tude towards music and movement in the early childhood classroom. An informal interview was prepared
and administered to students to find out about the ac vi es they par cipated in, and how they felt about music and
movement in their daily ac vi es. This was carried out over a three day period. Two checklists were used in the
observa on of the children’s responses to music and movement, and to note the provisions made in the classroom
environment to accommodate its integra on. The data collected was presented and analyzed by categorizing the data
meaningful groups, and making references from general beliefs and values of par cipants and the observa ons made. The
main findings revealed that although most of the teachers had a posi ve a tude and were aware of the importance of
music and movement in young children’s development, they were not cognizant of how to effec vely u lize music and
movement so that it becomes opera ve in children’s lives. The implica ons of these findings require all stakeholders in
educa on to work together in the hope that music and movement will be effec vely used in the early childhood classroom. The findings and implica ons enabled me to make recommenda ons, which focused on including more explicit
content in the curriculum, making available developmentally appropriate provisions, and educa ng teachers on how to
use music and movement effec vely in the classroom. If these recommenda ons are taken into considera on and put to
use, teachers and students will benefit more from their involvement in music and movement ac vi es. It was concluded
that more exposure to music and movement can impact children in posi ve ways by significantly increasing their holis c
development.
Classroom Pedagogies Grounded in a Culture of Peace
Ms Lerona Lewis, PhD Candidate, McGill University, Canada
At the end of Machel Montano’s music video for the Soca song titled ‘Float’, the teacher walks into the classroom with
a long wooden ruler, which she taps ominously in the palm of her hands, as she stares intently at the students seated
behind neatly arranged rows of desks. The imminent threat posed by the wooden ruler looms, replaced by her smile
when the class correctly spells ‘Float’. This scene may resonate with current primary school students.
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ABSTRACTS
The paper proposes to examine theoretically the ways Caribbean schools might approach educating towards a culture
of peace. A culture of peace is more than an absence of violence; it encompasses concern for issues of social justice
(Swee-hin & Cawagas, 2000). Peace education must be incorporated into the curriculum and its objectives agreed on
by society (Bar-tal, 2002). The author begins by exploring tensions associated with cultural practices that appear to
condone violence as a form of discipline or way of life in the home and community, or sometimes as a component of
pedagogy in schools, and the desire to transform our education system.
Written from a critical feminist perspective, this paper builds on and adapts the United Nations framework for a culture
of peace. The author proposes critical feminist pedagogies and the specific approach of self-regulated learning as an
alternative to fear and punishment, to promote teaching and learning in primary schools.
Inclusion as Transformation: A Practical Reality or a Utopian Stance?
Ms Tracey Little, University of the West Indies, Open Campus, Trinidad
This paper seeks to examine inclusion as a practical reality, where the teacher’s beliefs can be adapted to this
contemporary notion of teaching and learning; where schools can embody inclusive principles while still maintaining
the current tone of our education system; where inclusive practices can be implemented and accepted by all the stakeholders in education without them being infringed upon by the perceived rights of the proverbial ‘other’ and be fully
supported by governmental organizations. It further seeks to explore the possibility of inclusion being a utopian stance
for
transformation in education, since it demands the transformation of ingrained mind-sets regarding
teaching and learning in the mainstream classroom, traditional practices and philosophies and a bureaucratic system
that prioritizes its
distribution of wealth. Additionally, for it to come to fruition, the influence of the bureaucratic system on the effective implementation of inclusive practices needs to be thoroughly considered. Our local education system, has fostered a
climate of competitiveness and cognitive complexity, so developmentally, some
children become locked out of the
teaching/learning context. Recently, in Trinidad and Tobago there has been
the inclusion of arts related and other
perceived non-academic activities that could possibly enable a student
with learning and other developmental challenges to acquire his knowledge through a personal system of metacognition, where he is able to learn how he learns and so perform at his optimum in those areas. However, how does this
balance off with the more academic subject-specific
curricula? What does transformation in our educational
climate truly mean and how does the reality of inclusion
epitomize this background?
Women Vice Principal’s Experiences on their Transitional Journey from Teaching to Leading in the Secondary
Schools in Trinidad
Mrs Sharda Maharaj-Ramjattan, PhD Candidate, University of Leicester, United Kingdom
My research examines the career progression and the experiences associated with transitioning from teaching to leading by female teachers who are promoted to Vice Principals in the secondary schools in Trinidad. Vice Principals hold a
significant leadership and administrative role and the effective functioning of schools depend on their ability to lead and
their level of preparedness.
This study seeks to understand and interpret the transitional journey of women who leave teaching and enter into school
administration as vice principals. To develop such an understanding, this research will examine the impact of such a
transition on the personal and professional lives of female vice principals as well as reveal the factors that influence
women to enter into school administration. My study adopts the interpretivist approach by using life histories to capture
and generate a rich understanding of the experiences of the participants and to include their voices in the research. This
study’s contribution to knowledge on the experiences of women vice principals may add to an area in the literature on
school leadership that is under researched and limited.
This study has three main research questions:
1. What is the perception by women deputy principals of the role of the deputy principal in the secondary schools in
Trinidad?
2. What are the factors that influence women to move from teaching and enter into school administration?
3. How do women vice principals view their transitional journey?
Keywords: transition, deputy principal, leadership, experiences, interpretivist, life history
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ABSTRACTS
Experience Speaks: A Teacher’s Experiences of Teaching Students with Autism
Ms Allison Marcelle and Dr Elna Carrington-Blaides, The University of the West Indies, St. Augustine, Trinidad
A general education teacher was charged with the responsibility of teaching a student with Autism for the second time at
another level in the primary school system. Previous experience has taught a few lessons. This unusual case is important
to the research literature on inclusion.
This study guided by the main question: “What are the experiences of a general education teacher who have taught
students with Autism at more than one level in a primary school?”; examined the real world experiences of the teacher
and aligned themes to elements of Social Cognitive theory and Choice theory. A single-subject case study design was
utilized with data collected through a variety of sources including interviews, participant observations and document
analysis.
The results revealed that these experiences are complex. Generally speaking, psychological experiences helped most to
clarify the cacophony of experiences that this participant may have faced. More specialized training in the strategies
used to teach this population and further research is suggested. Although previous experience was obvious, the participant still believed that choice in educating students with Autism is related to feelings of competence. Recommendations
were made accordingly.
Keywords: Allison Marcelle, real world experiences, general education teacher, social cognitive theory, choice theory, competence
I Paid for it, so I Deserve it! Examining Specified Psycho-Educational Variables as Predictors of Student
Consumerism among a Sample of University Students
Dr Jason Marshall, The University of the West Indies, Cave Hill, Barbados
Student consumerism refers to students’ beliefs that payment for their education entitles them to be treated like
consumers; education is seen as a service-for-payment rather than an exploration of knowledge (Plunkett, 2014).
Educational researchers contend that taking this consumerist approach to education at the tertiary level serves to
compromise the quality of teaching and learning, as students may believe that payment for their education implies that
each and every educational demand that they have must be met. As Colleges and Universities around the world seek to
arrest this trend, one method that may assist in this process is to encourage students to accept personal responsibility for
their learning and achievements. The development of internally regulated psychological systems of thought where
students are encouraged to accept personal responsibility for their learning outcomes may serve to diminish consumerist
behaviours among students and enhance the quality of teaching and learning. As such the purpose of this study is to
examine specified psycho-educational variables (intrinsic motivation, academic locus of control, academic self-efficacy
and academic entitlement) and the degree to which they impact on student consumerism at the tertiary level. Amidst this
backdrop, the study will assess which psycho-educational variable(s) best predict(s) academic consumerism among a
sample of 350 undergraduate University students.
Guidance Counsellor and Stakeholders’ Perceptions of Guidance and Counselling in Secondary Schools
in Barbados
Dr Donna-Maria Maynard, Ms Yvonne Larrier and Ms Arline Edwards-Joseph, The University of the West Indies,
Cave Hill, Barbados
Guidance Counsellors have been in Secondary Schools in Barbados for the past 25 years, and have established
socio-emotional and career development programmes within a traditionally colonial British education system in which
the focus has always been on high academic success.
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ABSTRACTS
This exploratory study using a mixed method design attempts to capture guidance counsellors’ and stakeholders’
perceptions of current guidance and counselling programming; and, where they believe changes need to occur for the
programme to be more successful. This presentation will report on the qualitative analysis of the open-ended questions
which allowed for an unrestricted sharing of the respondents’ perceptions of guidance and counselling.
Comparisons of the responses between stakeholders’ and guidance counsellors’ perceptions will be conducted utilising
a modified version of Consensual Qualitative Research (CQR-M; Hill, 2011), which is used with large samples with
brief,
simple qualitative data. The data will be explored for the main themes communicated based on frequency for
approximately the first 30 responses and categories will be developed. The categories will
then be applied to the data by coding. The following questions will be addressed through this research:
How are secondary school guidance counsellors, parents, teachers, and students alike or different in their
perceptions of: • guidance counselling programmes?
• changes that need to be implemented in order to make the guidance and counselling
programme more successful?
Based on the results implications for the future of guidance and counselling in Barbados will be discussed.
References:
Hill, C. (2011). Consensual Qualitative Research: A Practical Resource for Investigating Social Science Phenomena. Washington DC:
American Psychological Association.
Reiner, S. M., Colbert, R. D., & Perusse, R., (2009). Teacher perceptions of the professional school counselor role: A national study.
Professional School Counselor, 12 (5), p.324-332.
Teacher Self-efficacy as a Transformative Tool in the Creation of the Culturally-Responsive Inclusive Classroom
Dr Michelle McCollin, Slippery Rock University of Pennsylvania, USA
Teacher self-efficacy beliefs have been linked to every aspect of achievement, performance skill mastery, and school
reform. A strong sense of efficacy is an essential characteristic of successful functioning within any given society,
regardless of whether it is personal or collective. Within the context of culturally responsive teaching strategies which
include but are not limited to clear and insightful thinking; more caring, concerned, and humane interpersonal skills;
better understanding of interconnections among individual, local, national, ethnic, global, and human identities; and
acceptance of knowledge as something to be continuously shared, critiqued, revised, and renewed self-efficacy beliefs
mediate the choices people opt for and the line of actions they follow. Self-efficacy beliefs also direct an individual’s
thinking, deliberation, forethought, behavior and emotional reactions
Hence a teacher with strong sense of self-efficacy is able to create dynamic relationships with students, and a shared
body of knowledge to promote student learning and personal growth, thereby creating a culturally-responsive inclusive
classroom. The purpose of this paper is to present strategies for effectively utilizing teacher self-efficacy as a valuable
transformational tool to create and transform the inclusive classroom into a culturally-responsive environment.
Keywords: teacher self-efficacy, culturally responsive classroom, inclusive classrooms, transforma onal teaching
Equity in Secondary Science Education in the Bahamas: Exploring Realities
Dr Thalia Micklewhite, The College of the Bahamas, Bahamas
The presentation first explores notions of equity, the role of science education to national and personal development,
and also what exemplary science education programs are from an international perspective. It seeks primarily to address the question, “Is there equitable secondary science education in The Bahamas? Should there be? If so, what can/
should it look like?” Using the results of a research study conducted on perceptions of secondary science teachers
throughout the
capital city of Nassau and the most densely populated island of The Bahamas, the presenter examines areas of concern such as staffing, student responses to curriculum, availability of supplies and laboratory space
and how these factors
mitigate equitable secondary science education in The Bahamas. The researcher discov-
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ABSTRACTS
ered that while there were some positive perceptions, there were larger numbers of negative perceptions by which
teachers attribute, and which can be impact the quality of secondary science education in The Bahamas: this quality
having a ripple effect on national
development. The session ends with an invitation to participants to consider
what a national policy on science education in The Bahamas and other Caribbean countries with similar challenges
should look like, and how it may be crafted for the progress of the nation.
Black and Hispanic College Students: Acculturisation and Coping Strategies
Dr. Kyndra Middleton, Howard University, USA
The current study examines the relationship between acculturation, academic coping strategies, and academic selfefficacy, GPA, and selection of a college major (science, technology, engineering, or mathematics, also known as
STEM vs. non-STEM). It also seeks to determine whether the African American Acculturation scale can be used in studies about academic achievement since it has not been used in this area previously. The study is a continuation of a
previous study of 384 undergraduate students across the United States which found that STEM majors have more positive attitudes toward mathematics and that gender and race do influence both learning style preference and attitudes
toward mathematics. Approximately 300 undergraduate and graduate Black and Hispanic students from different institutions across the United States will be sampled online during the months of January and February 2015. The African
American Acculturation Scale-Revised or Abbreviated Multidimensional Acculturation Scale (depending on if the respondent is Black or Hispanic), Multi-Group Ethnic Identity Measure, Self-Efficacy for Learning Form, and the COPE
Inventory instruments will be used to assess the students’ acculturation levels and learning and coping strategies. In addition to determining whether a student’s
academic coping strategies and acculturation impact the student’s
GPA and choice in major selection, this study will
examine the previously mentioned variables’ impact on a
student’s choice in attending a historically black college or
university (HBCU), Hispanic-Serving Institution (HIS),
or a predominantly white institution (PWI).
Integrating Barbadian Students’ Out-of-School Literacies into a Third Space
Mrs. Pauline Millar, Ministry of Education, Science, Technology and Innovation, Barbados
Students’ perceived disengagement from conventional literate practices has been the cause of growing concern among
the wider Barbadian community. This view is reinforced by the seemingly ubiquitous engagement of youth with various
forms of communications technology rather than text. This action research project sought to bridge the existing divide
between traditional and semiotic literacies in the context of a Barbadian secondary school. The questions which framed
this investigation were: What are the literate behaviours of adolescents? What are the teacher discourses which may
impact on the development of third space? What are the processes in developing third space linkages to literacies in
school - based English classes? How can student’ funds of literate knowledge be used to develop third space linkages
to literacies in school- based English classes? I investigated these issues by means of a research methodology which
comprised two phases. Phase 1 entailed a situational analysis which employed a survey of the out-of-school literacies
of 162 students and individual interviews with three English teachers. Phase 2 involved a student focus group interview
and a collaborative researcher/student intervention to bridge out-of-school literate practices with academic literacies to
create a third space. This investigation confirmed that students were engaged in literate acts in diverse ways, while at
the same time, teachers remain steeped in traditional practices of literacy. Indeed, the creation of third space required
revised assumptions about the nature of literacy and redefined roles for teachers and students. Specific school factors
such as the availability of technology, teachers’ and students’ competency in the use of computers, timetabling, teacher
professional development, the role of the vernacular, and notions of classroom management, impacted on the creation
of third space in significant ways. This study concludes with recommendations for increased dialogue, collaboration and
professional development among secondary English teachers on issues related to literacy.
Keywords: Pauline Jan Maureen Millar, multiliteracies, third space, vernacular, adolescents, teachers’ discourses
Confronting/Conquering the Technology Integration Challenge: Experiences in Curriculum Implementation
from the Field.
Dr Beular Mitchell and Ms Sharmila Nisha Harry, The University of the West Indies, St. Augus ne, Trinidad and Tobago
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ABSTRACTS
Education is acknowledged as one possible means of improving the economic status of a country and thus, moving the
country forward. (Cutajar, Bezzina and James, 2013). Improvement in education and increased student performance
therefore remain an area of deep interest. Technology integration is viewed as one means of ensuring same (Bebell &
Kay, 2010) and thus, in countries all over the world, educational reform initiatives target the integration of technology
into instruction (Zhou, Zhang and Li, 2011). Trinidad and Tobago, a small developing nation state, is no exception.
The
country’s latest endeavour is the eConnect and Learn Programme (e-CaL) (2010) - a one-to-one computing
initiative through which every student is given a laptop for use as a learning tool. As in most school-based curriculum
initiatives, the teachers are the frontline implementers and are therefore significant actors who are pivotal in the implementation
process. (Kin-Sang Chan, 2010; Fullan, 2001). The study therefore seeks to capture, through the experiences of the teachers who have seen some measure of success at implementing the (e-CaL) curriculum change initiative, what they perceive to be the facilitators which made this possible. A qualitative case study approach was chosen
for this study. Data collection consisted of semi-structured interviews and an open-ended questionnaire. It is anticipated
that the study would reveal the factors critical to successful curriculum policy implementation as well as the unearthing
of significant learnings for policy makers in the Trinidad and Tobago context.
Transformative Leadership through the Lens of Biography and Self-study
Dr. Jeniffer Mohammed, The University of the West Indies, St. Augus ne, Trinidad and Tobago and
Professor Dennis Conrad, State University of New York, USA
Using a biographical approach, within the qualitative tradition, this study explores, shares, and celebrates the
contributions of former faculty who have helped chart the development of the School of Education, UWI, St Augustine;
and to reflect on how such exemplars influence the teaching and contributions of others. This on-going study, while
focusing on individuals, also reveals the evolution and accomplishments of the School; and facilitates discussion on
contemporary challenges. The recognition and celebration of these transformative exemplars will offer inspiration and
‘connectedness’ to all in learning communities. The co-researchers collate and analyze artifacts pertaining to the lives
of the identified exemplars. Archival research, narrative analysis, and the development of biographical sketches, augmented with anecdotes, photographs, and interview notes constitute the method. The guiding questions comprise: Who
are these
exemplars? What evidence is there that these exemplars were transformative? How did they sustain their efforts and
accomplishments? What were the key challenges they faced? And, How did they
contribute to the transformative
potential of others in their learning communities? The co-researchers use a SelfStudy in Teaching frame to consider the ‘living contradiction’ that they faced in addressing the study and the impact on
their own teaching and learning. The initial emergent themes of the study suggest that the lives of exemplars epitomized: 1) community-centeredness; 2) a sense of mission and social justice; 3) aloneness in the many; 4) vulnerability
through mentorship; and 5) an ethic of care.
Professional Development as a Personal Transformation: New Perspectives from Teachers
Ms Matseliso L Mokhele, University of Fort Hare, South Africa
The present research originates from the view that, for the redesign of continuing professional development (CPD), it
would be important to understand the perspectives of the teachers on the kinds of professional development
programmes that they feel are promising. Thus, policymakers have to explore professional development from the side of
the participating teachers in order to clearly understand what would be best for changing their classroom practices.
After all, much of the literature emphasise the importance of involving teachers in defining their needs and developing
opportunities for their own professional development. To make informed policy and programme decisions regarding
professional development, district and school leaders need to know whether professional development programmes are
currently reaching the teachers who need them most. This paper is part of the larger quantity of study that explored
teacher’s perspectives on continuing professional development. Using qualitative case study design, this study explored
in detail the views of teachers who participated in a continuing professional development programme. Specifically to
find out if the programme has personally transformed their practices. To collect the necessary data, I used the semistructured interviews to interview the participants several times during the data collection process. The participants were
provided with informed consent and they signed to demonstrate their willingness to participate in the study. Based on
the data collected for the purpose of this study, I conclude that teachers should not only be involved in the planning of
the
continuing professional development programmes, but that the programmes be aligned with their personal circumstances and motivations. Only if the CPD programmes have personal meaning for the teachers will they
have the potential to be transformative and life changing.
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ABSTRACTS
Keyworks: professional development programmes, continuing professional development, Running head: Transforming University
Teaching through reflective practice
The Hidden Curriculum: Steps Towards Fostering Pedagogical and Professional Development in Pre-and
In-Service Teachers of English at the UWI, for Jamaican/Regional Secondary Classrooms
Ms. Schontal Moore and Dr. Yewande Lewis-Fokum, The University of the West Indies, Mona Campus, Jamaica
A majority of tertiary-level language education students are not as confident in their abilities to deliver an English
Language/writing curriculum at the secondary level. This insecurity stems from, but is not limited to:
1. Students’ shaky grammatical competence which is sometimes far below acceptable for teachers of English;
2. Students’ tenuous content-knowledge of the English Language/writing curriculum especially if students were,
themselves, not as strong in the area and are now required to deliver it; and
3. Students’ disposition as professionals is woefully lacking, to “grow” into that “ideal teacher” of English/writing;
some cannot conceptualize themselves in the classroom effectively teaching the syllabus.
Faced with this dilemma, an intervention to beef-up the content knowledge, specifically grammatical competence, and
to shape the professional deportment and philosophy of the “ideal” language teacher, equipped with a wide-range of
useful pedagogical skills for current-day English language/writing classrooms was implemented at the UWI, Mona
School of Education.
This intervention, integrated into class seminars via incremental grammar, reflective assignments, selective readings,
videos, and focused discussions with the pre- and in-service student teachers, had institutional relevance for the vision
and core values of the Mona School of Education, to “strengthen the quality … of … professional training for teachers,
… and approaches to the improvement of student learning.” (Griffith, 2013). It also intersects, with favourable results,
teacher-leadership conceptual frames of professional development, growth plans (Fenwick, 2004), and the renewal of
curriculum and teaching (Danielson, 2006), having implications for institutional/programme policies for teaching English within Jamaican/regional secondary schools.
Am I my Sister/Brother Keeper? Partnering with Urban Schools and Funding Institutions to make a
Difference and Participate in Transforming Education.
Drs. Susan Ogletree, Janice Fournillier, Dashaunda Patterson, Gwendolyn Benson - Georgia State University &
Mrs. Karen Best - Ministry of Education, Science, Technology & Innovation, Barbados
Making it happen: Urban Mathematics Education Program and NSF Funding
Managing the Funding and meeting the needs of all the stakeholders
Who has the money? Negotiating the funding process
Delivering the goods: Process and Outcomes
Partnering with an International urban university. What does it take?
The Mighty Sparrow in his calypso reminded us that educa on was the key to success, as he san: “Without an educa on in
your head, Your whole life will be pure misery you be er off dead.” Although large percentages of the na onal budgets
state and country – wide are allocated to education, there still continues to be a lack in some districts because of the
funding allocation process. New frameworks and alliances have had to be formed. Universities have become proactive and are using their faculty and resources to seek additional funding that can be used to support schools, districts,
and students in urban high needs schools. In this symposium the presenters argue that their values, the goals of the
institution in which they work, the ones with whom they desire to partner, the ones from whom they request funding, and
the needs of the communities whom they propose to serve all contribute to the various frameworks and alliances and
the ability to contribute to the transformation of education. This symposium aims at identifying, funding the work done
in and with urban schools, and the ongoing and proposed outcomes. The students in these schools categorized as
urban in the USA are often the ones with students and faculty and staff most in need of various types of support that
range from professional development to basic tools for day-to-day delivery of educational services. It is this need and
the desire of the faculty in these universities that have an agenda that drive the push for framing, forming and creating
alliances and partnerships with funders and institutions in urban high needs settings. The participants in this symposium
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will share their various experiences of identifying funders, creating proposals for funding, delivering the goods, and
managing the entire process to ensure that the needs of all stakeholders are met and the students most in need benefit
from the alliance and that teaching and learning processes and outcomes are top priority. The very urgent need for
funding given the state of the economies internationally makes this very significant to the educational community.
Keywords: Partnerships, funding agencies, urban high needs schools, districts and countries
Enhancing Reading Comprehension through Reciprocal Teaching and a Coaching Approach to Professional
Development : A Formative Experiment Study
Mrs. Lemoy Petit-Hunte, PhD Candidate, The University of the West Indies, St Augustine, Trinidad and Tobago
Improving Reading Comprehension Instructional Practice: A Case Study of a Coaching Professional
Development Intervention
Mrs. Lemoy Petit-Hunte, PhD Candidate, The University of the West Indies, St Augustine, Trinidad and Tobago
This case study took place over a period of 16 weeks and examined how teachers responded to a professional learning
initiative aimed at improving their reading comprehension pedagogical practices. Two Standard Three teachers at one
primary school participated in the study. Coaching that provided scaffolding through a gradual release of responsibility
model was employed to provide ongoing support for the participants as they learned to use explicit comprehension
strategy instruction. The recursive process of modelling, guided practice, independent practice, self-reflection, assessing
learning, and implementing needed modifications was intended to provide the teachers with opportunities to refine their
instructional practice. The main research questions were:
1. In what ways did the teachers’ reading comprehension instructional practices change as a result of engaging in
this professional learning process?,
2. What were the teachers’ perceptions of the quality of the experience?,
3. What were their perceptions of changes in their students’ reading comprehension?, and
4. How did the teachers’ personal sense of agency change as a result of participating in the coaching professional
development ?
Open coding to support interpretive analysis revealed the following themes :
1. Changes in how reading comprehension instruction was organized,
2. Changes in dominant discourse patterns ,
3. Increased use of higher-level questions while teaching,
4. Improvement in students’ reading comprehension,
5. Increased conversations about providing students with descriptive feedback and the need for assessment for
learning, and
6. Continued use of explicit comprehension strategies instruction in the classroom.
Developing Formative Assessment during Pedagogical Instruction in a Unit of Biology – The Use of Teacher
Questioning and Feedback and its Promotion of Conceptual Understanding and Critical Thinking
Ms Kristy Phillip, PhD Candidate, The University of the West Indies, St. Augustine, Trinidad and Tobago
The purpose of this study was to provide an explicit investigation into the nature of formative assessment in the
promotion of meaningful learning which is not an outcome of traditional summative assessments in the classroom. This
investigation was within an action research framework guided by an action-reflection cycle methodology. It was
conducted within a single secondary school using a mixed ability class of 20 students ages 14 – 16 over a six week
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ABSTRACTS
period and reported on the experiences of participants during the process of implementation. The findings of this investigation showed challenges and ensuing changes to the classroom environment with respect to the role of the teacher
and
students. It revealed the complex nature of social interactions in the classroom that fostered thinking through a
web of communication. This study can provide practical advice and insight for teachers who wish to introduce constructivist
practices into the classroom that promote deep learning using assessment.
Keywords: formative assessment (assessment for learning), cognitive domains, meaningful learning, communication
The Role of Intrapersonal Developmental Experiences in Shaping Urban Youth’s Achievement Motivation in
an After-school Music Program in Trinidad and Tobago
Dr Phaedra Pierre, University of the West Indies, St. Augustine, Trinidad and
Ms Nadia Jessop, PhD Candidate, University of Kansas, USA
Research shows that adolescent motivation is lowest when they are in school, compared to other developmental settings
such as youth programs and leisure activities (Csikszentmihalyi & Larson, 1984). Researchers have concluded that the
decline in achievement motivation during adolescence is due to a mismatch between adolescents’ developmental needs
and the school environment (Eccles, 1990). More recent research also suggests that after-school programs provide
adolescents with key developmental experiences that are required for successful transition into positive adulthood
(Hansen, Larson, & Dworkin, 2003). Using hierarchical linear regression, this current study examined the extent to
which intrapersonal developmental experiences (identity reflection, goal setting, and sustained effort) predicted achievement motivation (goal orientations) among a sample of 67 urban youth in an after-school music program in Trinidad
and
Tobago. Results show some similarities and differences between the mastery goal orientation (MGO) and
performance goal orientation (PGO) of youth in the program. Youth’s MGO was predicted by developmental experiences of sustained effort and identity reflection (Ȓ2 = .335, p < .001). However, PGO was predicted by sustained effort
and age (Ȓ2 = .208, p < .01). Additionally, while MGO was predicted by intrinsic reasons for participating in the program, (β = .379, p < .01); PGO was predicted by the opportunity for peer socialization (wanting to be with friends in
the program), β = .558, p < .001. These differences between MGO and PGO in the after-school context have important implications because MGO –
believed to be the more adaptive goal orientation – also predicted
youth’s self-reported academic performance (grades) in English.
Investigating the Impact of a Comprehensive Professional Development: Transforming Science Teaching in
the Middle Grades
Professor Rose Pringle and Mrs. Natalie King, University of Florida, USA
Current reform in science education calls for the cohesive integration of scientific and engineering practices, crosscutting concepts, and disciplinary core ideas (National Research Council, 2012; NGSS Lead States, 2013). The purpose
of this study is to investigate how practicing middle school science teachers are impacted by their involvement in a comprehensive
professional development program that seeks to adjust their pedagogical content knowledge consistent
with current
reform efforts. During this phase of the overall project, we engaged in a mixed methods investigation
including the
strategic collection and analyses of both quantitative and qualitative data (Bryman, 2006; Charmaz, 2006; Creswell, 2014; Yin, 2006). Specifically, we respond to the following questions:
1.
2.
How do middle grade science teachers translate into practice the components of a comprehensive professional
development program?
What factors impact middle grade teachers’ enactment of reform efforts in science education?
Our findings revealed that a combination of science content knowledge and science education courses, and other
complementary experiences positively impacted the teaching practices of the middle grade science teachers. Furthermore, immersion into the science practices and principles contained in the reform-based curriculum served as a catalyst
for focusing on teaching for conceptual change and meaningful learning of targeted science ideas. However, while the
teachers embraced the reform efforts, their perceptions of support from administrators and interpretation of mandates
offered constraints. Implications for in-service education for science teachers will be addressed. We therefore submit this
proposal to the strand: Transforming Teacher Education at all Levels.
References
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ABSTRACTS
National Research Council. (2012.) A framework for K-12 science education: Practices, crosscutting concepts, and core ideas.
Washington, DC: The National Academies Press.
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies
Press.
Bryman, A. (2006). Integrating quan ta ve and qualita ve research: How is it done? Qualita ve Research, 6, 97-113.
Charmaz, K. (2006). Constructing grounded theory. Thousand Oaks, CA: SAGE Publications.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (2nd Edition). Thousand Oaks, CA:
Sage.
Yin, R. K. (2006). Mixed methods research: Are the methods genuinely integrated or merely parallel? Research in the Schools, 13(1),
41-47.
Primary Teachers Concerns about Garden-Based Learning as a Teaching and Learning Strategy
Ms Vishal Ramjattan and Ms Sharon Jaggernauth, The University of the West Indies, St. Augustine, Trinidad and Tobago
The potential of Garden-Based Learning (GBL) as a strategy for developing in students, an early appreciation of the
importance of sustainable development, food security and ecological literacy in Trinidad and Tobago appears significant. Further, the Agricultural Science component of the Continuous Assessment Component of the Secondary Entrance
Assessment provides an opportunity to use the multi-disciplinary approach of GBL in teaching. However, GBL is underused in primary schools, despite substantial investments in upgrading school gardens and establishing schoolgardening
programmes that provided technical and financial support for initial planning and national consultations. This qualitative study focused on a primary school in North East Trinidad where the garden was well-developed,
teachers were exposed to GBL and were supported by the school’s administration, but GBL was underused. The study
explored teachers’
perceptions of GBL to identify their concerns about using it for teaching and learning, to
determine why they were not using it for curriculum delivery and promoting eco-literacy, and the nature of support they
desired to implement GBL in their classrooms. Teachers reported personal concerns about GBL and the consequences
it held for them on a personal level. Their concerns included managing the implementation of GBL in practice, and
issues of time, availability, distribution of resources and other general management issues. Schools’ administration must
collaborate with teachers to design strategies that reduce lower-level informational and personal concerns, and meaningfully address their higher-level
concerns of management, consequence, and collaboration, as an incentive
to include GBL in their cadre of approaches to effective curriculum enactment.
Keywords: Garden Based Learning; primary teachers; teachers’ concerns
Primary Teachers Concerns about the Continuous Assessment Component of the Secondary Entrance
Assessment
Mr Vishal Ramjattan and Sharon Jaggernauth, The University of the West Indies, St. Augustine, Trinidad and Tobago
Assessment is integral to education, and should allow learners to demonstrate their knowledge and skills in a variety of
ways. The inclusion of the Continuous Assessment Component (CAC) of the Secondary Entrance Assessment (SEA) was
intended to improve student assessment by including a formative component that reduces dependence on the summative SEA. However, primary teachers were not afforded adequate time, training and documentary support for its
implementation. In situations where change agents’ concerns are not acknowledged, innovation implementation suffers
low fidelity. The quantitative study used the Concerns-Based Adoption Model to evaluate the concerns of 62 Standards
4 and 5 primary teachers in the Victoria Education District in Trinidad and Tobago regarding the implementation of the
CAC. This study examined which stage(s) of concern about the innovation were most prevalent among primary teachers, and if concerns differed by age, sex, and experience. Teachers reported low Awareness concerns, moderate Informational
concerns, high Personal, Consequences and Refocusing concerns, and strongest Management and
Collaboration concerns. Female teaches reported stronger Personal and Management concerns, while males reported
stronger Informational, Consequence and Collaboration concerns. Informational concerns were significantly lower for
the youngest, and the most experienced teachers. Management concerns were significantly stronger for the least experienced teachers. These
findings suggest that while younger and less experienced teachers struggled more with
managing the implementation, older and more experienced teachers were more concerned about the nature and implications of the innovation. The concerns of teachers, implementers of educational innovations, must be addressed to
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ABSTRACTS
ensure that learners benefit from these innovations.
Keywords: continuous assessment; primary teachers concerns; Concerns-Based Adoption Model
Racial Spectacle and Campus Climate: The Intersection of U.S. Media Representations, Racial Stereotype
Formation Among Asian International Students, and Cross-Racial Interaction on College Campuses
Dr Zachary Ritter, University of Redlands and Dr Kenneth Roth, University of California, USA
Depictions of people of African descent in China, Japan, and Korea are often problematic and fraught with stereotypes.
These stereotypes are likely scaffolded by imported media representations of race, and may have implications for crosscultural interactions on campus. As more Chinese, Japanese, and Korean international students become a larger part
of the U.S. higher education landscape, it is likely that campus relations between them and African American students
may be strained. U.S. media representations of race may flavor international student views and interactions with black
students on U.S. college campuses, complicating campus diversity initiatives and contributing to a less-than-ideal campus climate. These tensions also may have implications for how black students view themselves and, if left unaddressed
in all of the spaces and places of higher education, will persist and be reproduced in the globalizing workplace. To address these long-established and structural stereotypes that continue to be reproduced in mass media, some universities
have turned to innovative ways to broaden cross-racial/ethnic interactions between African American and Asian international
students. The University of Michigan (UM), Syracuse University (SU), University of Texas-Austin (UTA),
UCLA, and other institutions have begun intergroup dialogue programs and at Central Connecticut State University
(CCSU), an English as a Second Language (ESL) course utilizes film and writing exercises to prompt discussions of race.
This paper presentation will illuminate strategies for cross-racial and cross-cultural interactions on college campuses,
thus tying into the conference theme of inclusive education and improving learning strategies across STEM and liberal
arts diversity curriculum.
Keywords: cross-cultural interaction, media stereotype reduction, improving campus racial climate, Chinese and Korean
international students
Navigating Food Marketing Obesity Discourse: A need for Consumer Education
Chinyere Roberts and Godfrey Steele, The University of the West Indies, St. Augustine, Trinidad and Tobago
The prevalence of obesity in Trinidad and Tobago (T&T) has been documented (CFNI, 2009; Ford & Mokdad, 2008)
which has implications for population health, marketing communication (MC) practice and consumer education. As a
stakeholder in the obesity discourse, the food industry’s MC practice has been scrutinized worldwide. Contemporary
MC practice is an integrated, inter-textual and powerful discourse that may construct how we learn of and mitigate obesity. In our
consumer society, consumer education is critical to navigating the discourse of MC practice. As one
response to obesity, food marketers have employed healthful brand positioning and benefited from halo effects
(Chandon, 2013) while
research has identified consumer misconceptions among ‘perceived healthfulness’
of foods, appropriate portions size estimates, and perceived energy density (Faulkner et al, 2014).
This study investigates the relationship between the MC of the food industry and obesity. For marketers, the in-store
context is a strategic variable and able to affect shopping behaviour (Turley & Chebat, 2002); as such it provides the
research setting. Fairclough’s (1995) framework for critical discourse analysis (CDA) provides the theoretical approach.
In this study, Point of Purchase (POP) displays in a Trinidad supermarket outlet are selected as texts. This textual analysis
describes the incidence and nature of healthfully positioned brands within select food categories, as well as the MC
strategies employed by these brands at the POP. By examining the discursive relationship between the food industry’s
POP texts, MC practice and obesity, this study provides interdisciplinary insight to rudiments of consumer education on
obesity.
Keywords: marketing communication, shopper marketing, healthful branding, obesity, consumer education
The Other Curriculum: Media Representations and the College Going Perceptions of African American
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ABSTRACTS
Males
Dr Kenneth Robert Roth, University of California, Los Angeles, USA
African American males are under-represented on U.S. college and university campuses, and as a result in many highly
paid and socially important professions. Prior research has focused on individual - and environmental - level deficits
related to college preparation, offered few interventions to increase success, and typically represent a monolithic group
whose under representation results from its own particular characteristics. Few researchers have interrogated the cultural
triumvirate of media, education, and law enforcement and the seamless way these domains interact to portray and scaffold representations of black men as second-class citizens, inauspicious students, and as some kind of social threat. To explore how these representations and processes can have implications for college going aspirations, this
qualitative study
examined the meaning making of 20 college going black males at two Southern California universities to analyze their perceptions of representations of blackness and college going, and whether these portrayals
promote, discourage or are silent regarding the unique gauntlet black men may encounter to and through college.
Findings indicate that media
representations do have implications for framing opportunities, as well as for how
black men may see themselves and perceive being seen by others. This powerful and ubiquitous curriculum, although
informal, needs to be critically
examined across disciplines and throughout the education pipeline as an antidote to counter representations that may lead to perceptions of diminished opportunity or capability among young
black men.
BYOD: Trinidadian Primary School Teachers Perspective on Teaching with ICT
Ms Leesha Roberts, Valsayn Campus, University of Trinidad and Tobago
This quantitative research paper will explore primary school teachers’ perceptions on the Bring Your Own Device
(BYOD) trend within education for teaching and learning in Trinidad. This paper will further explore how teachers approach the use of BYOD in their classroom, and the current successes and challenges experienced as they use various
devices for teaching and learning experiences.
Given the popularity of a wide range of ICT technologies, teachers have been required to change their pedagogical
practices to include ICT in their learning experiences. Previously, the trend was basically the use of computers and the
Internet within a computer lab, but now students come to the classrooms knowing how to use devices such as tablets,
smart phones and gaming consoles. Therefore, 21st century learners expect to bring and use their personal devices
into the classroom during learning experiences(Prensky, 2001; Prensky, 2005; Prensky, 2010). Within Trinidad and
Tobago teachers and students utilize these ICT devices outside of the classroom and are connected socially via Facebook, twitter and various public networking applications. However, the transition to schools employing the BOYD initiative within the school seems to be sporadic and prudent in some instances. Teachers, in particular, are familiar with
the latest ICT device trends and have even adapted to using ICT to prepare for their classroom lessons, but rarely promote BYOD within the classroom during their learning experiences.
This paper is also focused on the continued promotion of 21st century skills paradigm within education and the Anchored Instruc on theory (Bransford et al., 1990) because the overall aim is to expose policy makers and educators to a
clearer understanding of how learners’ needs may be met in technology-rich environments within the primary school.
References
Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it
and how technology can help. Cognition, education, and multimedia: Exploring ideas in high technology, 115-141.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
Prensky, M. (2005). " Engage Me or Enrage Me": What Today's Learners Demand. Educause review, 40(5), 60.
Prensky, M. R. (2010). Teaching digital natives: Partnering for real learning: Corwin Press.
STEM or MEST? The Primacy of Mathematics as a Teaching Philosophy
Dr Veda Roodal Persad, Langara College and Thompson Rivers University, Canada
STEM (Science, Technology, Engineering, and Mathematics) is gaining prominence as a buzz-word in this second dec-
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ABSTRACTS
ade of the twenty-first century, driving policy in education and funding, with talk of a STEM labour force and a STEM
pipeline. Shaugnessy (2012) proposed that Mathematics is not simply a content area but is more fundamental in that it
underpins, supports, and shapes what is being taught in the other three in the acronym. In this presentation, I begin with
this position and push for an adoption of Mathematics as a framework and teaching philosophy for the other three. I
show how this is vital in the Caribbean endeavour of educating generations to overcome the technology gap with a
view to taking its place in the world economies and to promoting a better standard of living for its citizens and the region.
In-Service Teachers’ Reflections on their Writing Interventions
Dr Krishna Seunarinesingh, The University of the West Indies, St. Augustine, Trinidad and Tobago
This study explored four in-service English teachers’ reflections during and after they conducted an action research project aimed at improving their pedagogical skills in teaching writing. Participants were female teachers of English with an
average of 7.5 years teaching experience. None had a degree beyond their first degree. The study used discourse analysis of a small corpus of journal entries (7000 running words) to answer the following research questions: 1. How do inservice teachers portray themselves and their students in their journal reflections? 2. What are the major discourses that
emerge from their reflections? The major findings were (a) at the beginning of their action research projects, in-service
teachers positioned students as unmotivated and unmanageable needing frequent “carrots” of extrinsic rewards to keep
them on task, but this changed (in three of the four cases) as students became more motivated, (b) in-service teachers
positioned themselves in the roles of gate keepers, who “allowed” particular events to occur, investigators, who were
intrigued by questions that arose during their teaching, and learners, who were acquiring competence in teaching writing. The major discourse patterns that emerged are still being analyzed. These findings have implications for understanding in-service teachers’ expectations and identities whilst teaching writing, and how they conceptualize their pedagogical roles, which in turn has implications for how they teach writing.
TEACHING WRITING AT TWO RURAL SCHOOLS IN TRINIDAD AND TOBAGO
Dr Krishna Seunarinesingh, The University of the West Indies, St. Augustine, Trinidad and Tobago
The purpose of this study was to investigate the experiences of two female in-service English teachers during their
implementation of an action research project at their schools. The project was a writing intervention with 12-year-old
co-ed pupils attending rural schools in Trinidad. The in-service teachers had a mean teaching experience of seven
years, and each taught a narrative writing unit of approximately 12 lessons using self regulated strategy development
(SRSD) (Graham & Harris, 1996) based on what they learnt in a writing module in their training programme. Two research
questions guided the study: 1. What experiences did in-service teachers have of teaching writing? 2.
To what extent did their university coursework equip them for teaching writing? Data sources were observation data,
post-lesson interviews with in-service teachers, and the latters’ journal entries. The study used comparative case study
methodology (Yin, 2014) to compare and contrast the contexts, instructional approaches, and learners at both schools,
as well as the challenges and successes the in-service teachers experienced. The findings revealed that whilst in-service
teachers used creative strategies for teaching, they had slightly different experiences of teaching writing, though both
expressed satisfaction with the SRSD approach. They valued having learned about teacher modeling, and engaging in
the reflective process, and reported that some of their students eventually became more motivated to write. However,
in-service teachers also faced some pedagogical and contextual challenges in teaching writing: 1. many students were
reluctant to write, especially reflective journal entries; 2. at one of the schools, some students who had difficulty reading at grade level regularly
became disruptive and impeded the lessons; and 3. both in-service teachers faced
frequent interruptions because of
student absenteeism, school events and students being called out of class
due to disciplinary infractions. This study’s
findings emphasize the importance of school context and teacher
creativity in mediating how in-service teachers
implement what they learn during their training.
References
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ABSTRACTS
Graham, S., & Harris, K. R. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA:
Brookline Books.
Yin, R. K. (2014). Case study research. Design and methods (5th ed.). Thousand Oaks, CA: Sage.
The Real Deal: Revisiting Black Girls’ Experiences of the British Education System
Dr Victoria Showunmi, University of London, London
Much of the research funding that has been allocated over the last decade to explore the reasons for the low attainment
of minority children and young people has been directed towards African Caribbean, Bangladeshi and in some cases
Pakistani boys (Gilborn 2007). More recent studies have shifted the focus onto White working class boys (Gilborn
2000). The continuous surge of focus on boys’ achievement has left a gender bias. This has created a sense of curiosity
- and even some urgency - to investigate Black Minority Ethnic (BME) girls’ experiences within the education system. In
the ongoing debate over boys’ low attainment, it has become commonplace to assume that girls are doing fine in education, and therefore do not warrant educational concern: they are the ‘attaining’, or even ‘over-attaining’, girls. While
boys continue to provoke anxiety and resources, girls are seen as managing well on their own. (Francis 2010).
As a result, there appears to have been a vast amount of research funds allocated to boys, which is leaving a significant
gap for researching into girls and women. Notably this gap is not just national but is also being discussed at an
international level. According to Johnson (2011) ‘despite the significant contributions that African American girls have
made towards the advancement of educational equality, and the United States Federal Government’s promise of ensuring a quality education for all students, African American girls have been left behind’. That it is all about the boys and
not about the girls, is another feature of Francis’ (2000) work which argues that more needs to be done to understand
the complexities that relate to gender identities. Earlier work carried out by Fuller (1980) who looked at Black girls in a
London comprehensive school identified the needs of ‘Afro-Caribbean’ girls.
Voices from Saint Lucia: A Dialogue on Curriculum Change in a Small Island State
Dr Veronica Simon, The University of the West Indies, Open Campus, St. Lucia
This research aims to identify the issues pertinent to the implementation of new curricula in the small island state of
Saint Lucia; and focuses in particular on the Organization of the Eastern Caribbean States (OECS) Harmonized Language Arts Curriculum, which was developed as part of the OECS Education Reform project. The intention of this research is to fill the gaps in significant information on, and knowledge of, how implementation processes work in postcolonial, small island states; in particular those of the OECS, by giving voice to those hitherto unheard in the reform
process. The key question posed by the research is: “How is the curriculum implementation process described by insider
voices in curriculum
discourse in Saint Lucia?” stems from the argument that successful curricular innovation
in this context depends on radical but systemically cohesive change processes brought about through the decolonising
method of privileging the personal voice.
The results indicate that despite the plethora of reform initiatives in the region, there remains an absence of mutually
intelligible dialogue within, between and among the various groups involved in the process of curriculum implementation; that this phenomenon is rooted in entrenched postcolonial attitudes and this severely hampers the success of the
innovation. The findings illustrate the need for developing levelling, collaborative systems designed to circumvent
historically bureaucratic strictures and structures in order to facilitate institutional support, strategic preparation, ongoing professional development and organized instructional supervision.
The Aspiring Principals' Programme: A Partnership Approach to Preparing Principals in Jamaica
Maurice Smith and Taneisha Ingleton, National College for Educational Leadership, Jamaica and
Dr Mairette Newman, The University of the West Indies, Mona, Jamaica
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ABSTRACTS
Recognizing the link between high quality school leadership and student achievement, educa on jurisdic ons across the
world are direc ng a en on to how they select, train and support school leaders by enac ng and strengthening policies
that govern their prepara on, licensure and cer fica on. In the case of Jamaica, there con nues to be a sustained
demand for school leaders who are proficient with respect to the competencies that enure to the crea on of effec ve
schools. Despite studies of high performing schools, highlighting the critical role of leadership, local School Boards often
promote to principalship, individuals who are good classroom teachers without their accessing the requisite preparation
prior to initial appointment.
Mindful of this gap, NCEL commissioned a course of study leading to professional certification for aspiring principals.
The Aspiring Principals’ Programme [APP] represents not only a unique opportunity to attract talent, identify high quality
applicants and ensure a ready supply of well-trained applicants, but also a shift towards a partnership approach between a Ministry agency and a local university to jointly prepare a new generation of school leaders for Jamaica.
This paper begins by describing the background and policy context that led to the development of the programme; it
outlines the core beliefs and design principles that underpin the programme; and explains the key components and
intended results. Reflecting on the partnership experience, its benefits and challenges, the paper ends with a discussion
of key outcomes that will guide ongoing programme development and provide insight for other Caribbean agencies
with similar remits.
Keywords: aspiring principals, agency and university partnership, principal preparation
Unearthing Caribbean Multilingual Teachers' Intercultural, Literate and Linguistic Experiences in Online Settings
Dr Patriann Smith, College of Education, University of Illinois at Urbana-Champaign, Illinois
In this exploratory case study, a qualitative approach is used to examine the linguistic, literate, and intercultural
experiences of 50 Creole-speaking multilingual Caribbean English educators, specifically as these were reflected in
multicultural online learning contexts. The study attends to the ways in which the affordances of e-learning ecologies
served as mediators of these educators’ experiences in the online settings in which they interacted. Intercultural learning
theory, conceptions of transformative, 21st century learning, the dynamic model of multilingualism and transdisciplinary
and transcultural perspectives served as interpretive lenses. Quantitative and qualitative online analytics of teachers’
engagement in discussions, development of academic tasks, responses to cultural “Others,” review of peers’ assignments, and metacognitive reflections on their learning processes obtained in the online learning contexts provided insight into the ways in which educators’ linguistic, literate, and intercultural experiences intersected to shape their learning
interactions. Preliminary findings suggest that the multilingual educators shaped and were shaped by certain e-learning ecologies in ways that allowed them to be more cognizant of their responses to various forms of diversity
and to diverse “Others”. Implications for multicultural teacher education include attention to how e-learning ecologies
operate in online learning contexts and enable teachers to develop predispositions that lead them to be more culturally
and linguistically responsive to English learners. Overall, the study contributes to transformation in teacher education in
higher education by extending the conversation about the ways in which linguistic diversity in multicultural teacher education might be theorized in and for e-learning contexts.
Keywords: multilingual teachers, intercultural, literate, multicultural, online, e-learning ecologies, Caribbean, linguistic diversity, multi-cultural teacher education, William Cope
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‘Experiencing Poetry’: Transforming students’ Attitudes and Responses to Poetry through a Hands-on Approach to the Reaching of Poetry in a Rural, Non-traditional Jamaican High School
Dr. Aisha Spencer, The University of the West Indies, Mona, Jamaica
The research focus of this paper is part of a larger research study on a hands-on approach to the teaching of poetry
based on an action research case study on students in a rural, non-traditional high school. The paper explores aspects
of two main research questions: 1)What are some of the main factors inhibiting positive student attitudes and meaningful
student responses to poetry?, and 2) How are students’ attitudes and responses to poetry transformed
through the use of specific hands-on tasks, in a rural, non-traditional, Grade 11, Jamaican, English Literature classroom? The data analysis used for this paper was based on three main research instruments: observations of the researcher, the teacher’s lesson plans detailing the hands-on tasks and interviews with the teacher and students of the
class. Reports on student
performance in the CSEC English B examination have revealed that although
student performance has shown slight
improvement between the years of 2011 and 2014, many students
continue to struggle with responding appropriately to analytical and critical level questions on both Papers 1 and 2 of
the CSEC English B examination. Research Findings from this study suggest that through the use of a hands-on approach to the teaching of poetry, this group of low-achieving
students had a more positive attitude towards poetry and were able to better engage with and respond to poetry during the poetry sessions in their English Literature classroom.
Student Evaluation of Courses and Lecturers (SECL), Extra-class Communication and Student Engagement
Godfrey A. Steele and Madgerie Jameson Charles, The University of the West Indies, St. Augustine, Trinidad
The Student Evaluation of Courses and Lecturers (SECL) instrument provides opportunities to study student engagement
and extra-class communication as a form of teacher immediacy. Researchers tend to study teacher immediacy in the
context of in-class teacher classroom verbal and nonverbal immediacy, but there has been less attention to informal
extra-class communication (ECC) exchanges and outcomes. ECC is “informal student-faculty interaction ... that occurs
beyond the realm of in-class formal instruction” (Bippus et al, 2001, p. 16). We report on the conduct of an exploratory
study using documentary analysis (n=3551) of the SECL to discover what it tells us about ECC and student engagement. A large
university’s Student Evaluation of Courses and Lecturers (SECL) revealed strong agreement on
teacher approachability and positive ECC, but limited insight into the nature of ECC. A more sophisticated instrument
will be required to unpack and interrogate the specifics of ECC and its link with student engagement. The findings and
implications for refining a new modified ECC instrument for the study of ECC and engagement and using it in future
research are discussed.
Keywords: student evaluation of courses and lecturers (SECL), extra-class communication, student engagement, predicted
outcome value theory, interpersonal/relational communication
Investigating Academic Self-Efficacy and School Engagement among Sixth Form and Community College
Students in St. Lucia and Barbados: The Family-School Linkage
Ms Nicora Shekera Stubbs, The University of the West Indies, Cave Hill, Barbados
There is a movement internationally toward the application of academic indicators such as academic self-efficacy and
school engagement to measure academic success as they are strong predictors of academic achievement and continuance (Caprara, Vecchione, Alessandri, Gerbino & Barbaranelli, 2011; Wong & Rowley, 2001). Furthermore, empirical
evidence suggests a family-school linkage in that academic outcomes are largely influenced by family factors (Johnson,
2010).
Limited studies have explored the ecological proximal processes within the context of the home that
may stimulate
academic development (Chun & Dickson, 2011). This research examined the academic selfefficacy and school
engagement of 17 to 19 year-old students in relation to family functioning. The
Family Adaptability and Cohesion
Evaluation Scale III (Olson, Portner & Lavee, 1985), Self-Efficacy for
Learning Form (Zimmerman & Kitsantas, 2007) and Student Engagement Instrument (Appleton, Christenson, Kim &
Reschley, 2006) retrieved students’ perceptions of their family, academic self-efficacy and school engagement. Means
reflected high school engagement and moderate academic self-efficacy beliefs. ANOVA revealed that students from
families with balanced cohesion held significantly higher
academic self-efficacy beliefs and school en-
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gagement levels than those from families with low cohesion. Moreover,
regression analyses indicated
that the family functioning model significantly predicted academic self-efficacy and school engagement. Therefore,
teacher training efforts in educational psychology can emphasize the role of family variables such as cohesion and
adaptability and the impact on student academic self-efficacy and school engagement. Also, policymakers in education
can pay more attention to family factors that affect student success.
Keywords: academic self-efficacy, school engagement, family cohesion, family adaptability
References
Appleton, J., Christenson, S., Kim, D. & Reschly, A. (2006). Measuring cognitive and psychological engagement: Validation of the
student engagement instrument. Journal of School Psychology, 44(3), 427-445.
Caprara, G.V., Vecchione, M., Alessandri, G., Gerbino, M. & Barbaranelli, C. (2011). The contribution of personality traits and selfefficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96.
Chun, H. & Dickson, G. (2011). A psychoecological model of academic performance among Hispanic adolescents. Journal of Youth
and Adolescence, 40(12), 1581-1594.
Johnson, V. K. (2010). From early childhood to adolescence: Linking family functioning and school behaviour. Interdisciplinary Journal of Applied Family Studies, 59(3), 313-325.
Olson, D., Portner, J. & Lavee, Y. (1985). Faces III manual. Unpublished manuscript, University of Minnesota.
Wong, C.A. & Rowley, S.J. (2001). The schooling of ethnic minority children: Commentary. Educational Psychologist, 36(1), 57-66.
Zimmerman, B. J., & Kitsantas, A. (2007). Reliability and validity of the self-efficacy for learning form (SELF) scores of college students. Journal of Psychology, 215(3), 157-163.
The Role of Spirituality in Fostering Transformative Learning
Coralee Thomas
This project focuses on how the inclusion of spirituality in the adult learning process can help to facilitate transformative
learning. It includes a comprehensive definition of spirituality and an overview of the tenets of transformative learning as
postulated by its chief architect, Jack Mezirow. My experience in teaching a group of adults at my church while conducting my practicum and a group of early childhood practitioners at the Mico University College will be used as examples
of how the inclusion of spirituality in the adult learning process has helped to foster transformative learning. My personal spiritual sojourn as well as ethical considerations for including spirituality in the adult learning process will also be
discussed. I conclude by offering practical suggestions on how spirituality can be overtly and covertly included in the
transformative learning process.
Keywords: music and movement, emotional growth, social skills
Raising a Standard of Excellence in our Community: Using “Hands-on” Professional Development to Increase Academic Achievement
Dr Gwendolyn Thompson McMillon, Oakland University, USA
Despite researchers’ attempts to understand the underachievement of African American students, the enigma remains
(Edwards, McMillon & Turner, 2010). This presentation discusses data from a 6-year longitudinal study conducted to
improve literacy teaching and learning in urban schools. Specifically, teachers from 9 elementary and middle schools
spent two summers participating in hands-on professional development at a community center and two churches where
neighborhood students attended summer programs. The purpose of the summer project was to allow classrooms
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teachers a chance to practice innovative teaching strategies based on newly acquired knowledge from professional
development workshops provided by university researchers and financed by a state-funded grant. It was determined
that teachers also needed to more fully understand their students’ culture and out-of-school learning experiences in
order to successfully implement data-driven instruction (Lazar, Edwards & McMillon, 2012). Results from data show
that teachers developed more in-depth content knowledge and a greater understanding of their students, and thus improved classroom practice. Students received academic support and ultimately, their scores increased. The project
used a collective impact model approach that included a university-school-resource center-church collaboration that
incorporated community role models for the purpose of improving academic achievement.
References:
Edwards, P.A., McMillon, G.M.T. & Danridge, J. (2010). Change is gonna come: Transforming literacy education for African American students. New York: Teachers College Press.
Lazar, A., Edwards, P.A. & McMillon, G.M.T. (2012). Bridging literacy and equity: Guidelines for social equity literacy teaching. New
York: Teachers College Press.
Investigating the use of ICT at a Primary School Portrayed by the Local Media in a Small Multi-island State
Ms Andrea Veira, The University of the West Indies, Cave Hill, Barbados
This study investigated the use of ICT at a primary school portrayed by the local media in a small multi-island state,
St. Vincent and the Grenadines as an early adopter of ICT in the classroom. The purpose of the study was to determine
whether a primary school in St. Vincent and the Grenadines was a good model of best practices in teaching and learning with technologies. A single case study approach was used based on the paradigm of symbolic interactionism. Semi
-structured interviews were carried out with the principal, all twelve teachers, two teaching assistants and a total of fortyfive students (Grade K to Year 6) to investigate their experiences at the school and feelings about the integration of
technology at their institution. Observations of the teachers and students were carried out at the school to make
determinations of how the technologies were used. Every class was observed at least thrice with more observations for
the Kindergarten and Year five groups based on the use of technology in the classrooms by the teachers. The principal
spoke highly of ICT in education but reported that only three of the school’s teachers used technology. Teachers held
similar views to the principal’s but expressed challenges with the implementation of the technologies. Most students
indicated a preference for using technology while learning but complained that the teachers who used ICTs were in the
minority. The school was found to not be a leader in the best practices of teaching and learning with technologies.
Improving Undergraduates' Enjoyment, Engagement and Learning through New Media
Dr Paul Walcott and Nadia Corbin Babb, The University of the West Indies, Cave Hill Campus, Barbados
Many studies have reported improvements in students' enjoyment, engagement and learning through the use of new
media, such as video games. Learning using these technologies may be achieved in different ways, for example replacing traditional reading activities which students consider boring. In this paper, a study is described which replaced a
traditional journal article reading activity with the playing of a 3D role playing game (RPG). The purpose was to determine: whether computer science undergraduates could be engaged by an RPG; and, what they learnt during game
play. The research questions explored were: do undergraduates perceive that the RPG increased their engagement and
enjoyment; and, did any significant differences in pre- and post- test scores exist at the cognitive levels examined. The
study, based on an article chronicling the issues related to the implementation of a health management information
system in Tanzania, included thirty undergraduates, from two computer sciences courses at a Caribbean university. They
were asked to take a pre-test, play an RPG, complete a post-test and provide feedback during a two-hour laboratory
session. Not only were the undergraduates fully engaged, but they also enjoyed playing the RPG. Significant differences
in the pre- and post-test scores at the different cognitive levels tested were also found. Although this study cannot be
generalised, it provides
evidence to suggest that an RPG-based approach is feasible in the Caribbean context
using the available resources; and that this approach can help to free up valuable classroom time.
Keywords: role playing games, learning through games, teaching and learning in the Caribbean
Undergraduates’ Perceptions of Clickers
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Dr Paul Walcott, The University of the West Indies, Cave Hill, Barbados
According to the literature, students at universities worldwide are disengaged, unmotivated, and bored due to the use of
traditional teaching methods, such as traditional lectures. These classrooms do not foster learning and often result in
poor classroom attendance. Recognising this, many institutions have employed student response systems (or clickers) to
improve students' engagement and learning. In this paper, a case study which explored the use of clickers in a second
year computer science (CS) classroom in Barbados is described. The intention of the study was to determine the viability
and usefulness of these devices. The research questions explored were: are CS students traditional learners?; do CS
students believe that clickers improve learning?; and what do CS students believe are the benefits and challenges of
using clickers? A pen and paper survey was administered to 51 undergraduates querying their perceptions of learning
in a traditional classroom, their use of clickers, whether clickers improved their learning and the benefits and drawbacks
of clicker use. The results showed that CS undergraduates: were not traditional learners, perceived that clickers improved their learning, and believed that classes were more exciting and engaging with clickers. In addition, it was believed that clickers helped to provide immediate feedback and anonymity which increased honesty. The drawbacks of
clickers included the setup time and the cost. This work is fundamentally important because it begins a conversation
about the viability and use of clickers, and the potential challenges faculty might face when employing these technologies in the Caribbean context.
Keywords: student response systems, clickers, teaching and learning in the Caribbean, formative assessment
Improving Learning Strategies In Education
Mrs. Medita Wheatley, HLSCC, Tortola
Learning strategies in education which are promoted and encouraged in the classroom are based on what is known
about how learning takes place. How learning takes place is a question which has occupied the efforts of educational
psychologists and others since time immemorial and continues until today. Yet the answers still elude theorists and
practitioners, so research efforts persist. In spite of what has been discovered about how learning takes place,
everywhere there are students who fail to achieve their full potential Therefore it seems clear that those theories which
are applied successfully to a certain population of students do not apply to those students who do not succeed. It
would appear then that there are other theories to be discovered with respect to the way the individual learns and that
will be the focus of this paper.
According to Robert E. Slavin (2009) learning is usually defined as a change in an individual caused by experience.
This would suggest that learning takes place as a natural phenomenon as long as the human organism is exposed to a
stimulating environment which may or may not include social interaction. Environments are many and varied and the
environment to which an individual learner is exposed produces varied results, with respect to the amount and level of
knowledge which is acquired. This paper will focus on the formal school environment where so often the individual
student fails to achieve his full potential, although there are significant numbers of students who do just that.
Personal experience in teaching Reading to remedial students suggests that learners with mixed or right hemisphere
dominance suffer in the formal school environment because their learning needs are not recognized. This paper will
address these learning needs.
Guyanese Early Childhood Teachers’ Interpretations and Interventions in Play Disputes
Mrs. Godryne Wintz, University of Guyana, Guyana
This study considers Guyanese early childhood teachers’ interpretations and interventions in play disputes. The notion
that children are experts in their own right is invoked as a fundamental framework for explaining young children’s agency in settling play disputes, largely free from adult intervention. Qualitative data was collected through a selfadministered questionnaire consisting 5 open-ended inquiries. Forty-five (45) undergraduate teachers from the University of Guyana participated in this study. The study utilised thematic analysis. The data gathered yielded several core
themes regarding teachers’ interpretations and interventions in play dispute: Play dispute: A source of conflict, Play dispute: A positive
experience, Play dispute: A hindrance to development, We sort things out, Deny them privileges, Try warning them, We provide alternatives, and Dissuade them through storytelling. The study showed that while a
majority of teachers
described play dispute as healthy only a few of these teachers reported that they allowed the
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children to solve their
dispute. Further analysis revealed that cessation strategies were popular among those
teachers who reported that play dispute is healthy as well as those who described it as unhealthy.
Numeracy and the Preschooler: Understanding Factors that Contribute to Poor Numeracy Skills and
Mathematics Performance
Caprice Woodley-Karl and Dr Sabeerah Abdul-Majied, The University of the West Indies, St Augustine, Trinidad
Identifying factors that contribute to poor numeracy skills and mathematics performance, can aid in improving learning
strategies in science, technology, engineering and mathematics (STEM). The purpose of this qualitative study was to
identify factors that contribute to preschoolers’ limited numeracy skills and restricted understanding of mathematical
concepts in Trinidad and Tobago. The study also sought to determine if factors known to contribute to this issue
internationally were the same in the local, Caribbean context. The sub-queries were: How are numeracy skills and
mathematics taught to preschoolers? How equipped are teachers for teaching numeracy and mathematics to
preschoolers, based on skills and efficacy? And what are teachers’ beliefs about numeracy and preschoolers? Data
were collected through direct observation, interviews and document analysis. Participants were fifty-six preschoolers and
five teachers from public and private early childhood care and education centres. Findings suggest that factors contributing to this phenomenon were: the limited numeracy content children were exposed to; approaches to teaching numeracy or mathematics to young children; teachers’ beliefs about numeracy and preschoolers; teachers’ skills and efficacy in
teaching numeracy and mathematics to young children; and children’s absence from school and lack
of parental
involvement. Similar themes were also noted internationally. These findings can be beneficial
to stakeholders in
education, as it pertains to teacher education, teaching and learning strategies in
mathematics and curriculum
development in early childhood. The findings are also important as the
Caribbean seeks to transform and deliver a more efficient and cost effective system of education.
Key Words: preschooler, numeracy, mathematics, teachers’ beliefs and teachers’ efficacy
Are Caribbean Tertiary-level Intuitions ready for Globalization? Challenges and Rewards
Dr Darrin Wrights and Dr Errol Bolden, Coppin State University
If Caribbean Tertiary-level intuitions are to subscribe to Comprehensive Internationalization and Global Engagement,
there are some fundamental issues that must be addressed, some of a philosophical nature and others at a practical
level of discourse. The authors see these discussions as critical to assess, and suggest that a paradigm shift as it relates
to
organizational and pedagogical culture is clearly needed if such efforts are to be appropriately embraced
and have
successful outcomes for all key stakeholders. While much has been achieved, Caribbean Tertiary-level
intuitions still have a long way to go in supplying graduates with advanced skills to meet the needs of nation building.
Most importantly, the region faces significant new trends in the global environment. These include, but are not limited
to, increased global
competition, the emergence of a world wide market for talent, and a growing importance
of knowledge and skills as a source of value. In this dynamic environment, there is a critical need for graduates with
higher-ordered skills who are able to perform independent analyses, process complex information, and use acquired
knowledge to be innovative in such areas as, social entrepreneurship and community-development.
In this presentation, the authors’ will address how globalization could potentially enhance education as a service modality for the region; and how globalization could impact nation building and its labor force.
Key Words: Global Engagement, Social Entrepreneurship and Community Development.
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THE UNIVERSITY OF THE WEST INDIES
SCHOOL OF EDUCATION
TEL: (246) 417-4431 EMAIL: [email protected]
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