Participation by secondary school teachers in an in-service Diploma in Education (Dip. Ed.) programme at one university site in Trinidad and Tobago requires untrained teachers to juggle the roles of full-time teacher in their schools and part-time students seeking professional certification. In conducting action research under these circumstances, student-teachers need support. Data gathered via an online survey provided information on the support (or lack thereof) that student-teachers received from the Head of Department (HoD) while they conducted research during the programme. Using a focused stratified purposeful sampling strategy to ascertain further the nature of support provided by the HoD, I interviewed 5 student-teachers via telephone. Drawing on the work of Kaldi and Xafakos (2017) and Seider and Lemma (2004), I analysed teachers’ responses. Data revealed that the personality of the HoD, the relationship between the HoD and teacher, and the nature of involvement of the HoD served as contributors to the psychological, pedagogical and administrative support provided by the HoD. Teachers recommended strategies for enhancing a supportive leadership role for the HoD. Recommendations based on the study include a conceptualisation of the HoD as mentor and coach; engagement in deliberate efforts to enhance communication and collaboration among key stakeholders; addressing the policy context in which the HoD and teacher function; and engaging HoDs in meaningful professional development.
The aim of this research was to find the extent to which the literacy levels in reading comprehension of students entering a secondary school with low levels of reading and writing, would improve through content enhancement to aid in their cognitive development. The research was conducted in a secondary school in an educational district in Trinidad and Tobago that has one of the lowest primary school performance in the country. Form 1 Geography students at the secondary school, aged 11-13, expressed frustration in understanding geographical terms and concepts, thereby preventing them becoming proficient in the subject. They felt that teachers should help them understand the complex jargon in the subject. The Qualitative Reading Inventory-4 (QRI-4) diagnostic test was conducted prior to the intervention, to assess literacy levels for grade levels 4-6. Results from the diagnostic test indicated that the students’ literacy level was below grade 7, which is the required level for Form 1. An action research approach, using three literacy strategies, namely, the Frayer Model, Audience-Centred teaching and Learning Logs, were implemented as the intervention during and at the end of each lesson over five weeks. Numerical and non-numerical data on students’ performance and attitude to reading were collected and analysed. Overall, students improved in their reading comprehension, which resulted in an elevated level of writing through Audience-Centred Teaching, advancement in vocabulary use with the Frayer model, and student self-reflection by using Learning Logs. They made connections between text in the lesson, other subjects and their real life. They were also more engaged in class as they began to read, write and construct meaning in Geography. The main implication of this study is that all teachers should consider integrating literacy strategies within their classroom practice to assist their students in becoming proficient in reading comprehension.
This paper reports and reflects on three studies that explored changes in students’ engagement in learning mathematics, and their ability to solve mathematics problems in three secondary schools in Trinidad and Tobago. Concrete manipulatives were integrated into mathematics instruction over 4 weeks in Trigonometry at two sites, and Set Theory at one site. The individual studies employed multi-method quasi-experimental, single-group action research designs. Student and teacher journals, observation checklists and notes were analysed using thematic analysis to identify themes related to student engagement. T-tests were computed to determine whether students perceived that engagement changed over their exposure to the intervention. Students’ ability to solve mathematics problems was investigated via t-tests to determine whether their pre- and post-intervention achievement scores differed significantly, as well as qualitative analysis of their solutions to mathematics problems in the respective units. There was observable evidence of improvement in engagement, in learning, and problem-solving ability at the three sites. The findings across research sites suggested that students responded favourably to the integration of manipulatives into instruction. Reflections on these findings suggest that though they are specific to the three schools, they are consistent with research outcomes in research literature and support the integration of manipulatives into mathematics instruction to improve student engagement in learning and mathematics problem solving.
In this work, literacy strategies were used to teach a unit of integrated science to a group of 30 form 1 secondary school students of ages 12-14 in Trinidad and Tobago. Student motivation questionnaires and pre and post intervention scores were used to determine (1) the effect of literacy strategies on students’ levels of motivation in Integrated Science, and (2) the impact of literacy strategies on the academic performance of the students in Integrated Science. Pre and post test scores as well as student motivation questionnaires were used to assess the impact of the intervention on students’ levels of performance and motivation levels. Comparison of pre and post intervention scores revealed that 83% of the class scores improved after the intervention. Statistical analysis using t-test also showed that the use of literacy strategies had a positive impact on both performance and motivation levels. The findings from this study offer promise for the use of literacy strategies for improving motivation and student performance in Integrated Science.
This paper reports on an action research study that implemented a clinical supervision intervention with two secondary school teachers in the education district of Victoria in Trinidad and Tobago, to improve their instructional skills in using the Think-pair-share and Jigsaw student-centred teaching strategies in their classrooms. The paper tells the stories of the teachers’ transition from resisting - not seeing the need to change from their teacher-centred strategies - to embracing and valuing student-centred strategies they were exposed to during the intervention. The participants had at least ten years’ teaching experience but no formal initial teacher preparation for teaching. The data collection instruments used were an interview, a Likert scale teaching survey, a questionnaire, reflective journals and observation. Data were analysed by organising and categorising into themes for each research question and constructing teacher narratives from the data. Results of the study illuminated the tensions and contestations the teachers underwent as they perched on the threshold of becoming a different kind of teacher, and how they made the transition. The results also indicated that clinical supervision can improve teachers’ pedagogical and instructional skills, and the use of student-centered teaching strategies can create meaningful learning experiences that can lead to increased student engagement and achievement. The researchers conclude that clinical supervision is an effective professional development mechanism that resonates at the chalkface of education, that is, in the classroom.
The Action Research course, as part of the Post-Graduate Diploma in Education programme for in-service teachers, is conceptualised as research where in-service teachers investigate a problematic issue in their classroom/school. Action research expects a shift from practitioner to researcher, a journey that is often difficult for teachers, and presents opportunities for formal and informal learning through participation in the course. Using purposive sampling, 19 Information Technology/Computer Science teachers were selected to explore their learning in a blended Action Research course. Data were collected from online cross-sectional surveys, with closed- and open-ended questions, and qualitatively analysed for common themes. Findings revealed teacher learning occurred through participation in learning activities leading to desirable learning outcomes, such as change in knowledge, beliefs and practices. Teachers seemed committed to the action research process, appeared motivated during their learning and indicated a desire to continue to do action research. Four assertions about teacher learning are made, noting the importance of the learning environment in fostering teacher learning. Insights into teacher learning are useful for course lecturers, and recommendations are made to conduct further research into the teacher shift from practitioner to researcher.
This study sought to ascertain the extent to which the use of statistical scaling procedures to establish comparable Grade III/IV cut scores for different examinations of the same subject resulted in cut scores that were comparable to those obtained when judgmental procedures are used. The study used data from three subjects of the Caribbean Examinations Council (CXC) where the same Grade III/IV cut scores were retained over a five-year period. Through linear transformation, the Grade III/IV cut scores for each subject were converted to scale scores on a base form. The extent to which scaling procedures validated CXC’s maintenance of the same Grade III/IV cut scores across years was considered. For all but one of the 11 cut scores considered in this study, the calculated scale scores were dissimilar from those retained by CXC. The calculated scale scores, therefore, could not be regarded as comparable to the cut scores established by CXC through the use of its judgmental procedures. However, it was found that the direction of change in the proportion candidates obtaining Grades I to III with the CXC judgmental procedures was consistent with the outcome of scaling.
The main objectives of this paper are to examine modes that have traditionally underpinned the teaching of foundation courses and move from there to consider pedagogical issues raised by Universal Design for Learning and Differentiated Instruction as two specific approaches that pinpoint areas in which avenues for creating a more inclusive learning environment within language teaching at the tertiary level can be conceived. Secondly, we suggest various modes of presentation which are useful for students with various types of exceptionalities.
Though games have had popular use in primary schools over time, there is increased interest in using elements of gaming in the classroom to promote motivation and thinking skills. This paper reports on a mixed methods intervention pilot study in one primary school in Trinidad that explored the effects of a gamified classroom on reinforcing geometric concepts and skills. Familiar learning tools, like tangrams and origami, were used. A non-equivalent control group mixed method design was used with both groups taking the pre- and post-tests. Only the experimental group used the gamified activities. Qualitative data were obtained from the experimental group teacher’s interview and observational notes, and analysed to reveal three interpretive themes about students’ perspectives: favourable, unfavourable and change. Overall, students reported that games made mathematics easier to remember. The teacher reported high student engagement, collaborative problem solving, and respectful competition among teams. Quantitative data were obtained from a pre/post achievement test. Analyses reveal significant differences in the experimental group’s pre-test and post-test scores. Results from the pilot study were instrumental in developing the gamification approach for the larger study of 10 primary schools.
The current research being reported on, employed a Clinical Supervision (CS) model as a conceptual framework to design and implement CS interventions to develop teachers’ pedagogical and instructional skills, with three teachers in two secondary schools in Trinidad and Tobago over a six-month period. Data collection methods included: classroom observations, questionnaires, interviews and journals. The findings showed that the CS intervention that focused on building a collaborative and collegial relationship with the teachers, to develop their skills, attitudes and competencies, enabled them to learn and improve their pedagogical and instructional practices within the complex classroom environments. Teachers indicated that the collaborative process allowed them to reflect and improve their practice with assistance and guidance from their supervisors, whom they regarded as mentors. The study is significant as it validates CS as a viable and sustainable teacher CPD strategy.
This study aimed to assess the reliability of the Teacher SchoolAge Temperament Inventory (T-SATI) in a Caribbean context. A principal component analysis using varimax rotation was performed on data provided by 16 teachers who reported on 163 elementary school students. The results from the study supported four temperament dimensions which could be described as representing negative reactivity, task persistence, distractibility, and withdrawal. Cronbach alphas for the dimensions ranged from .774 to .920. The 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.
This paper, explores, through the lens of a Pastoral Care Model, deans’ actual roles in secondary schools, and the extent to which these roles were enacted. A qualitative multi-site case study, was employed to generate pertinent data from six secondary schools in a single education district. The sample comprised 6 principals, 12 deans and 67 teachers. Data were collected using semi-structured interviews to garner the perspectives of principals, teachers and deans. The findings suggest that most deans at the secondary schools, spent a disproportionate amount of their time monitoring student indiscipline. As a result, they were rarely engaged in the performance of their other prescribed roles.
This study sought to investigate stakeholders’ perceptions of the challenges encountered in the implementation of the Schools Positive Behaviour Management Programme (SPBMP) in Barbados, and the factors influencing its sustainability. A total of 137 teachers, 14 principals and 13 School Focal Points (SFPs) drawn from a sample of 16 primary and secondary schools were interviewed. A lack of resources, teacher/school buy-in and time were identified by all stakeholders as the main challenges faced in implementing SPBMP. In addition, the leaders (principals and SFPs) viewed themselves as contributing to sustainability of the programme by motivating their staff but failed to acknowledge their more important leadership roles as creators of the shared vision and conducive environments needed to support the sustainability of the SPBMP initiative.
This study sought to ascertain the extent to which the use of statistical scaling procedures to establish comparable Grade III/IV cut scores for different examinations of the same subject resulted in cut scores that were comparable to those obtained when judgmental procedures are used. The study used data from three subjects of the Caribbean Examinations Council (CXC) where the same Grade III/IV cut scores were retained over a five-year period. Through linear transformation, the Grade III/IV cut scores for each subject were converted to scale scores on a base form. The extent to which scaling procedures validated CXC’s maintenance of the same Grade III/IV cut scores across years was considered. For all but one of the 11 cut scores considered in this study, the calculated scale scores were dissimilar from those retained by CXC. The calculated scale scores, therefore, could not be regarded as comparable to the cut scores established by CXC through the use of its judgmental procedures. However, it was found that the direction of change in the proportion candidates obtaining Grades I to III with the CXC judgmental procedures was consistent with the outcome of scaling.
The question of “which method” is fundamental to the utility of educational policy research within postcolonial contexts such as the Anglophone Caribbean. Although qualitative approaches are more sensitive to these unique contexts, the heterogeneity of populations and spaces are a significant threat to the generalizability and transferability of findings. Therefore, to generate comprehensive and contextualized theory, Caribbean policy researchers must adopt a multiplist philosophy which explicitly privileges multiple and mixed methods. This paper first describes some critical issues related to education policy research in the Anglophone Caribbean and global South. It then illustrates the value of promoting epistemological diversity in this context by examining three mixed methods research (MMR) policy studies conducted in Trinidad and Tobago. All three illustrative studies were guided by paradigm stances favouring the mixing of methods. The findings suggest that MMR does offer a degree of flexibility that might capture heterogeneity and lack of local knowledge. Integrated findings were divergent and comprehensive, but there was limited instrumental use by policymakers. Additionally, indigenous epistemologies were not adopted. The future challenge is for Caribbean policy researchers to make better use of MMR designs that incorporate indigenous epistemologies and employ strategies to enhance the political legitimation of findings.
This study utilised an explanatory sequential mixed methods design to explore the perceptions and self-views of teacher educators as they engage in a community of practice. One hundred and twelve school-based and university-based teacher educators were purposively drawn from primary and secondary schools as well as tertiary-level institutions in Trinidad and Tobago. One-way ANOVA and independent samples t-tests were used to analyse differences between the teacher educator groups in the first phase of the study, while structured open-ended interviews were conducted in the second phase to explicate quantitative results obtained in the first phase. Results indicate that there was a statistically significant difference in teacher educators’ perceptions about themselves as members of a professional group, F(2, 107)=4.62, p=.012. Findings also suggest that while school-based teacher educators feel far more included in policy-making decisions at their institution than university-based teacher educators, university-based teacher educators place a higher value on professional learning activities than their school-based counterparts.
This article presents the findings of a multi-site case study which was designed to explore the teaching practices of primary school teachers who teach writing in St. Vincent and the Grenadines. The case study spanned four schools, representing four major geographical zones and varying student population sizes. The practices of 10 primary school teachers were observed. Data were collected over a period of 12 weeks through observational check lists, field notes, and interviews. The research was guided by four 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 teachers utilise a combination of traditional skills-based and process-oriented practices in their instruction.
This study explored how the reading-writing connection evident in instruction driven with a high fidelity to the principles of Strategic Interactive Writing Instruction (SIWI) addresses the literacy challenges of D/hh learners.
