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Susan Herbert

Teachers' Perspectives on the Culture Space in the Education Classroom

Free
SKU: cje-36-1-2-7

Following up on a research project in which concerned citizens, members of the artist community, academics and curriculum officers were interviewed, this study sought teachers’ perspectives about the culture/curriculum nexus, given the persistent perception that the curriculum is culturally irrelevant. A survey instrument was developed and validated and the findings from the questionnaire reported.

List price: Free
Price: Free

Finding the Culture Space in the Classroom in Trinidad and Tobago since Independence

Free
SKU: JEDIC-12-2-4

Recent comments that the school curriculum of Trinidad and Tobago is “culturally irrelevant” prompted this research project. The research was undertaken through a series of focus group discussions with community artists, curriculum officers and public figures interested in education, to explore the following issues:
1. a definition of and justification for the concept of ‘cultural relevance’
2. evidence of its existence or lack of existence in the current school curriculum

List price: Free
Price: Free

Finding the Culture Space in the Classroom in Trinidad and Tobago since Independence

$10.00
SKU: JEDIC-15-1-4

Recent comments that the school curriculum of Trinidad and Tobago is “culturally irrelevant” prompted this research project. The research was undertaken through a series of focus group discussions with community artists, curriculum officers and public figures interested in education, to explore the following issues:
1. a definition of and justification for the concept of “cultural relevance” 2. evidence of its existence or lack of existence in the current school curriculum 3. how it could be promoted in the curriculum and the associated challenges.

List price: Free
Price: $10.00

Teachers' Stories about an Inservice Teacher Education Programme - Perceptions of Its Impact

Free
SKU: cje-21-1-2-7

There is the perception among members of the teaching fraternity that the inservice Diploma in Education (DipEd) Programme offered at The University of the West Indies (UWJ), St. Augustine Campus, has little impact on the classroom practices of the graduates. This perception is significant since an important goal of any teacher education programme is to empower teachers to change their behaviours. Meaningful change involves alteration of beliefs, that is, the pedagogical assumptions and theories underpinning the change. The inservice programme at St.

List price: Free
Price: Free

Investigating the Nature of Graduates’ Classroom Practice: One Step in Transforming the Postgraduate Diploma in Education (Dip. Ed.) programme

$10.00
SKU: CJE-40-12

An evaluation of the Dip. Ed. programme (2004-2009) using fourth generation methodology revealed the expectations, claims, concerns, and issues of stakeholders; including Ministry of Education (MOE) personnel and (School of Education) SOE staff, who were concerned that graduates of the programme reverted to practices employed before training. In response to that evaluation, this research investigates the current status of Dip. Ed. graduates’ practice.

List price: Free
Price: $10.00

Same or Different? A Qualitative Investigation of In-Service Science and Physical Education Teachers’ Perceptions of Differentiated Instruction

$10.00
SKU: JEDIC-1701

In an increasingly inclusive educational environment in which Caribbean governments have signalled their commitment to Education for All, teachers are expected to respond to students’ diversity through differentiated practice. There has been no empirical research about the response of practicing teachers involved in the UWI Diploma in Education programme to differentiated instruction.

List price: Free
Price: $10.00
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