The purpose of this article is to illustrate the iterative process utilized in building joint displays using both bar graphs and observational field notes to understand a specific phenomenon. An explanatory sequential mixed methods study was conducted with Jamaican secondary school teachers that sought to understand how teachers’ beliefs shaped the use of technology. Based on the use of joint display analysis in this study, we illustrate how the insights gleaned and challenges encountered from each iteration of developing successive joint displays helped us to refine our understanding through an assessment of the organizational intent, analytic intent, and effectiveness of the visuals created.
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English Language Teaching in a Post-Method Paradigm is a critical scholarly publication that provides relevant teacher initiated theoretical frameworks and the latest empirical research findings in English language teaching that promote English as the tool for global integration and communication. Highlighting topics such as curriculum, pedagogy, and teacher education, this book is ideal for professionals, researchers, policymakers, academicians, and educators.
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Improving student participation and achievement in post-secondary STEM courses continues to be an important concern of many governments and educational institutions since this is one avenue by which the number of STEM professionals can be increased. This paper examines and compares the gendered participation, performance and attrition rate of candidates in two post-secondary mathematics courses over a 5-year period from 2013 to 2017.
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With its collection of eighteen interviews and its insightful theoretical discussions on creative ways of teaching literature, Caribbean Writers on Teaching Literature is an innovative and significant text on the pedagogy of literature. Grounded in the practice of teacher-writers in lecture rooms and classrooms this text has much to offer every teacher of literature. All the interviewees are teachers and writers. They bring to the field of teaching literature the perspective of the literary insider as well as the teacher. Passionate about literature, these teacher-writers highlight literature’s value and necessity for enriching the quality of life in our societies.
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As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word “research” connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). This edited volume provides a collective body of scholarship for innovative uses of decolonizing qualitative research.
Read moreOur 7 faculties and 12 professional schools offer more than 200 programmes to some 18,000 graduate, undergraduate and continuing studies students.
The UWI, Mona ranks first in Jamaica among accredited tertiary-level programmes. In 2012, the University was again one of Jamaica’s Top 100 Employers.
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