Initial Primary Teacher Education in Lesotho: Multi-Site Teacher Education Research Project (MUSTER), Country Report Two

Teaching/Communication/Extension/Profession,

Dissertation: Professionalism in Trinidad and Tobago\u27s Early Childhood Sector: A Case Study

This case study explored early childhood practitioners\u27 response to government mandates for increased professionalism in Trinidad and Tobago; the impact of mandates on their personal and professional lives; and their conceptions of professionalism. The study addressed government concerns about lack of professionalism in Early Childhood Care and Education; informed policymakers of the myriad challenges therein; and included practitioners\u27 voices in international discourse on professionalism. Change theory, systems thinking, and voice elicitation formed the conceptual framework for understanding changes needed to increase professionalism in the sector. The meaning of professionalism as defined in mandates; difference between practitioners and officials\u27 definitions of professionalism; practitioners\u27 view on the impacts of mandates; and how those impacts should be addressed were explained. Data were collected in interviews, focus groups, activity plans and journals from 12 practitioners; and from the national standards, curriculum guide, and schools\u27 code of conduct. Discourse and content analysis were employed to identify patterns and themes in the data. Key findings were that mandates had more negative than positive impacts; children were under served; teachers frustrated and confused by impractical demands; and some administrators lacked content knowledge and leadership skills. Government officials, practitioners, and stakeholders need to dialogue to resolve problems illuminated by this study. Revision of legislative documents, fiscal adjustments for Trinidad and Tobago, continuous professional development, ongoing research, and national sensitization of practitioners\u27 role will yield a better understanding of early childhood care and education, the catalyst for nationwide social change

Differential Perceptions of Teachers and Students About the Teaching and Learning of History in Secondary Schools of Trinidad and Tobago

Problem. Students at the upper secondary-school level sometimes experience difficulties understanding basic historical concepts as well as appreciating the relevance of history as a subject in the school\u27s curriculum. While these students are capable of formulating perspectives of their own, teachers often find it necessary to guide students\u27 thinking toward an accepted paradigm (scholarly concept) of history. The problem is that there are mismatched paradigms that teachers need to bring together in order to establish a foundation for a scholarly approach to history. This study seeks to identify different conceptual frameworks that exist in students\u27 thinking about history. It also probes into teachers\u27 perceptions of history and their opinions about students\u27 understanding of historical concepts. Method. This study employed a mixed-method research design aimed at triangulating quantitative and qualitative data obtained from questionnaires and focus group interviews. Participants were randomly drawn from selected secondary schools in Tobago and the east/west corridor of Trinidad. Four hundred and fifteen history students and 17 history teachers of the Fifth and Sixth Form classes participated in the study. Findings. Analysis of the findings revealed the following: (1) Students generally rejected the notion that history is boring and irrelevant to everyday life. However, those in the Fifth Form were more likely than those in the Lower and Upper Sixth Forms to view history as boring. (2) Although students were able to identify appropriate responses on the surveys regarding the question of multiple causation, they were unable to adequately defend their position in a focus group setting. (3) There were no significant differences between teachers\u27 and students\u27 perceptions of the scope of the history syllabus, students\u27 ability to understand texts used in history classes, and the role of the teacher in the teaching and learning process. Conclusions. This study has highlighted the ability reflective thinking, and to formulate perceptions of their own. While these conceptual paradigms may require some adjustment, it is important for teachers to recognize the potency of students\u27 perceptions as critical factors in influencing how and what they learn about history

Redefining interaction in open and distance learning with reference to teacher education programmes in the University of the West Indies

This study was undertaken to serve two purposes. At a theoretical level, it was undertaken to review the concept of interaction in open and distance learning (ODL).The decision to conduct this review grew out of a concern that the current dominant approach to the study of teaching and learning in ODL was focusing on social interaction. This was regarded as a restricted interpretation of the concept, hence the decision to review and revise.At a subsidiary level, the study was aimed at examining teaching and learning in the current teacher education programmes of the University of the West Indies This aspect of the study was undertaken in light of the university's proposed expansion of these offerings in the distance mode. The concept of interaction was seen as the appropriate context for undertaking this examination.Based on a review of the literature, a revised concept of interaction was developed,embodying three separate, yet interrelated types, namely social interaction, leamer media interaction and learner-knowledge interaction. In developing this concept,attention was also paid to the part played by power relations and knowledge from external sources in the functioning of the concept's component parts. It is this reformulated concept that provided the theoretical framework for the examination of the teacher education programmes mentioned above.A research programme comprising two sub-studies was designed and implemented.The first sub-study was an exploratory survey based on selected attributes of social interaction and designed to examine student teachers' perception of their experience as learners. The second was an observation study based on the principles of leamer knowledge interaction and aimed at investigating student-teachers' knowledge-building processes as these revealed themselves within the interpersonal interaction of teachers and learners in an audio-conferencing environment.A key feature of the observation study was the design and implementation of an interpretive framework to guide data analysis. The framework was developed out of the data themselves and comprised two sets of interrelated categories, the one classifying knowledge-building activities and the other, control management functions. Extended data analysis drew on selected aspects of discourse analysis and specifically on the work of Fairclough (1989, 1992) and Potter and Wetherell (1987).The findings derived from the two sub-studies underscored the essential thesis of this study that interaction in distance education is best viewed as a multifaceted phenomenon, and that there is a functional interrelationship among the constituent parts of the concept.The research programme also confirmed the constructivist thesis that people construct rather than acquire knowledge. At the same time, the findings seem to indicate that the imbalance in the power relations between teachers and learners can hinder learners' capability to derive meaning from their learning. The findings also suggest that student-teachers are ambivalent about their roles as learners and that this ambivalence seems, at times, to be reflected in the attempts they make to gain control of the teaching learning situation and to direct their knowledge-building activities.The study proposes specific areas of further research, including a follow-up study to test and refine the interpretive framework used in the observation study, and another to assess the validity of the three-part concept of interaction formulated in this work

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

USES AND GRATIFICATIONS OF RADIO EDUCATIONAL PROGRAMMES BY SENIOR SECONDARY SCHOOL STUDENTS IN NORTHEAST GEO-POLITICAL REGION, NIGERIA

The major purpose of this study was to investigate why senior secondary school students in the Northeast region use radio educational programmes and the gratification they derive. Other purposes were to identify the existing radio educational programmes available to students and to also survey their level of awareness of these programmes. The specific objective was to provide rationale for the use of radio educational programmes in the implementation of senior secondary school’s curriculum in the Northeast. The survey research design was used to collect data, utilizing questionnaire and Focus Group Discussion instruments. The study was anchored on the Uses and Gratifications theory. The K-S test formula was used to test the hypothesis of the research. The findings of the study revealed the existing radio educational programmes available to students in the area studied to include Schools Challenge, Children Half Hour, Manyan Gobe,Science for Beginners, Mathematics for Senior Secondary Schools, Yara Manyan Gobe in Hausa, NdurisoI llumo Lajibnyo in Fulfude, Children Half Hour, IlmintarDayara and Don Motasa. The students are very aware of these programmes and they use them for different reasons such as entertainment, education, socialization and companionship. Some of the gratifications they derive include enhancement of reading skill, speaking skills, grades, understanding general knowledge, analytical skill and evaluation skill. The quiz format was found to be the preferred format among students in the packaging of radio educational programmes directed at senior secondary schools. Some of the challenges they faced in using these programmes include lack of access to radio sets, ignorance of the benefits inherent in radio educational programmes and non-inclusion of these programmes in schools lesson plans. The study, therefore, recommended that free transistor radio sets be distributed to students and schools. It also recommended that there should be awareness campaign on the benefits of radio programmes to students as well as the inclusion of radio educational programmes in the lessons plans of schools

A case study of distance education and development in Jamaica : a study of three distance education organisations and their contribution to development

This study examines three distance education organisations in Jamaica in order to understand their role as contributors to Jamaica's development. The three distance education organisations are: 1. The Ministry of Education Teacher Education Programme. 2. The University of the West Indies Distance Teaching Experiment. (UWIDITE) 3. The Jamaican Movement for the Advancement of Literacy. (JAMAL) Jamaica's most recent Development Plan is also examined for an understanding of how distance education is linked into that plan. The study is concerned with the contribution that distance education can make towards Jamaica's development, the problems that inhibit development and the conditions that assist development. It is therefore concerned with the political and economic structures in Jamaica and how these affect the function of distance education in development strategies. A qualitative approach, using the case study method is adopted, for this study, which enables the work of the institutions to be analysed in conjunction with attitudes of individuals who are involved in distance education in various capacities, for example as teachers, administrators, politicians, aid negotiators, volunteers and close observers. A qualitative analysis also helped in the understanding of the structure and functions of the organisations studied. Because benefits can accrue to a society in terms of growth in its Gross National Product, without such benefits reaching the whole population, the political nature of Jamaica was examined particularly in terms of the ideology of the main political parties in order to determine the difference, if any, between them. How the ideology was acquired or developed is also important. The study also examined the cultural and economic context in which attempts are being made to develop the society. This includes the internal relationships within the country and its external relationships with countries that give bilateral aid and organisations that 'assist' with multilateral aid. The study concludes that Jamaica is at a serious disadvantage in its attempt to implement 'development' policies because it is not properly in charge of its own destiny. The countrys currency is subject to sudden devaluations which can increase the cost of development without the possibility of being able to plan for the increases in costs. Ways of overcoming these difficulties may be found in less political opportunism, improved inter-departmental co-operation in determining development priorities and a unified political approach to multi-lateral and bi-lateral aid agencies by the main political parties. There may be implications for other developing countries whose currencies continue to decline in relation to Western currencies

AN EXPLORATORY STUDY OF THE PHENOMENA: GLOBALIZATION AND SCHOOL VIOLENCE, AND THE RELATIONSHIP BETWEEN THEM AS PERCEIVED BY VARIOUS STAKEHOLDERS FROM A SUBURBAN COMMUNITY IN TRINIDAD AND TOBAGO

The present study is an exploratory one which investigates the perceptions of the members of a suburban community, Sanaata, in Trinidad and Tobago, regarding the phenomena, school violence, globalization, and the relationship between them. It seeks to answer the questions: 1. How does the community of Sanaata in Trinidad and Tobago perceive the phenomenon of school violence in the country? 2. How does the community of Sanaata perceive the phenomenon of globalization? 3. How does the community of Sanaata view the relationship between the two phenomena, globalization, and school violence? 4. What other factors (besides globalization) do various stakeholders in Sanaata perceive as contributing to school violence? Apart from the theoretical concepts of the local and global, colonialism and postcolonialism, and dominance and subordination, the study is also based on discourses and theories of macro-social development, ecological perspectives, and developmental behavior. I used qualitative methodology inquiry for the study, employing methods of open-ended interviews, questionnaires, (limited) participant observation and document analysis to collect data for the study. Students, teachers, parents, and community members living or working in the vicinity of School S and School U communicated their perspectives via interviews or self-administered questionnaires. The findings of the study reveal that the respondents of Sanaata perceive that globalization can influence children to engage in school violence. In addition to globalization, it was found that other factors can also act as triggers for school violence. These include home socialization of children, teasing and rough playing in school, verbal abuse, abuse in the home, drugs and crime in the community, lack of good role models and lack of social services in the neighborhoods

Global Perspectives on Educational Innovations for Emergency Situations

This open access book focuses on making the transition from in-person, classroom education to other feasible alternative modes and methodologies to deliver education at all levels. The book presents and analyzes research questions to explore in this arena, including pedagogical issues relating to technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education. It also provides unique opportunities and vehicles for generating scholarship that helps explain the varied educational needs, perspectives and solutions that arise during an emergency and the different roles educational institutions and educators may play during this time. Developed from a highly successful Presidential Session at the annual meeting of the Association for Educational Communications and Technology (AECT), this edited volume presents AECT and its membership as the premier organization focusing on the provision of educational communications and technology leadership. In addition, it functions as a contemporary document of this global crisis as well as a rich resource for possible future emergency scenarios in the educational arena

Promoting Handwashing and Sanitation Behaviour Change in Low- and Middle-Income Countries: A Mixed-Method Systematic Review

This systematic review shows which promotional approaches are effective in changing handwashing and sanitation behaviour and which implementation factors affect the success or failure of such interventions. The authors find that promotional approaches can be effective in terms of handwashing with soap, latrine use, safe faeces disposal and open defecation. No one specific approach is most effective. However, several promotional elements do induce behaviour change. Different barriers and facilitators that influence implementing promotional approaches should be carefully considered when developing new policy, programming, practice, or research in this area