Higher education institutions are increasingly experiencing pressure regarding their expected rol... more Higher education institutions are increasingly experiencing pressure regarding their expected role in addressing immediate and long-term sustainable development challenges. Decisions about what should be taught are heavily influenced by socio-political needs and aspirations. The push towards entrepreneurship education is, perhaps, one example where some governments expect higher education institutions to encourage entrepreneurial development and awareness among students of the institutions. Indeed, political action has become a well-known force in education systems throughout the world. Utilizing a conceptual approach, this paper examines the theory and practice of curriculum politics in the Trinidad and Tobago higher education sector. It also explores various ways in which educators can survive the perceived threat of political interference in curriculum decision making. Notwithstanding the role of politics in curriculum decision making, the paper supports the view that unrestrained political intervention from non-education sources may threaten the quality of higher education programmes. As such, educators must come to terms with the reality of curriculum politics and find ways to function optimally in any given political context.
This study sought to investigate what pre-service and in-service trained teachers understand by d... more This study sought to investigate what pre-service and in-service trained teachers understand by differentiated instruction, and the extent to which they practised differentiating instruction in their classrooms. Three hundred and seventy-nine participants were randomly drawn from selected primary and secondary schools situated in the northeastern , central, southern, and western parts of Trinidad. Findings of the study revealed that 58% of the respondents understood the concept of differentiated instruction. However, the majority of teachers did not differentiate content and product in their classrooms. While responses from participants in the questionnaire survey indicated that teachers generally understand and engage in process differentiation, responses from focus group interviews suggested that this type of differentiation is not a planned and conscious strategy. The study also highlighted various challenges related to implementation of differentiated instruction. These include ...
A single group pre-test, post-test quasi-experimental design was utilized to triangulate quantita... more A single group pre-test, post-test quasi-experimental design was utilized to triangulate quantitative and qualitative data obtained from a questionnaire, field notes, classroom observation, and practicum test scores, to determine changes in the questioning behaviours and practices of 31 prospective teachers involved in a three-week practicum exercise. Paired-samples t-tests were conducted to compare pre-test and post-test scores on participants' level of confidence in asking focussing, prompting, probing, and redirecting questioning. Findings of the study revealed significant differences in participants' pre-test and post-test scores for prompting questions. Based on Cohen's convention for a large effect (d =.80), the effect size for this analysis (d = 0.82) was found to be large. Analysis of classroom observation and field notes obtained from practicum supervisors also revealed a general improvement in participants' questioning behaviours and patterns after the application of an instructional video.
Research Question 1 was tested with the following hypothesis: Hypothesis 1: There is a significan... more Research Question 1 was tested with the following hypothesis: Hypothesis 1: There is a significant difference in students' perceptions of history based on Form level. Research Question 3 was tested with the following hypothesis. Hypothesis 2: There is a significant relationship between student perceptions of history and student perceptions of the history syllabus. Research Question 4 was tested with the following hypothesis: Hypothesis 3: There is a significant difference between teacher and student perceptions of the history syllabus, history textbooks, teacher competence, and the level of enjoyment attained from studying history texts. Research Question 5 was tested with the following two hypotheses: Hypothesis 4: There is a significant difference in students' perceptions of the teaching methodology used in the history classroom based on Form level. Hypothesis 5: There is a significant difference between student and teacher perceptions of teaching methodology, students' responsibility for their own knowledge, and the role of the teacher as facilitator of learning. Research Question 6 was tested with the following hypothesis:
This study examined the use of differentiated instruction as a viable teaching and learning appro... more This study examined the use of differentiated instruction as a viable teaching and learning approach for enhancing student learning experiences at a higher education institution. This approach is characterised by strategies that use assessment of each individual student for readiness, interest, and learning preference to modify instruction in one of three ways: by content, process or product. Findings of the study revealed that the majority of participants in the study reported higher levels of intellectual growth as a result of exposure to differentiated instruction. If properly applied, differentiated instruction can enhance not only adult learning but also provide a workable alternative to the pedagogy/andragogy dichotomy.
This study examined the impact of using a differentiated instructional approach to teaching secon... more This study examined the impact of using a differentiated instructional approach to teaching second year students pursuing an undergraduate course in curriculum studies at a tertiary institution. These prospective teachers varied in terms of their interests, experiences, personal circumstances, and learning preferences. Four hundred and thirty-four students in two education campuses took the course over a period of one semester. Half of the student body experienced differentiated instruction while the other half was exposed to the whole-class instructional approach. At the end of the course, an assessment was made to determine the extent to which differentiated instruction had a positive impact on students' general understanding of the course. Findings of the study revealed that students at both campuses responded favourably to the differentiated instructional approach, with 90% of participants reporting higher levels of intellectual growth and interest in the subject. Assessment of student learning revealed that the majority of students in the differentiated classrooms demonstrated sound understanding of major concepts taught in the curriculum studies course. Almost all of the students (99%) expressed willingness to experiment with differentiated instruction in subsequent practicum sessions during their tenure at the university, and 88% indicated a desire to use a differentiated instructional approach in their classrooms upon graduation.
This study sought to examine students' thinking about history to determine the extent to whic... more This study sought to examine students' thinking about history to determine the extent to which their perceptions coincided with widely held views on the subject. The study employed a mixed-method research design aimed at triangulating quantitative and qualitative data obtained from questionnaires and focus group interviews. Four hundred and fifteen participants were randomly drawn from selected secondary schools in Tobago and the east/west corridor of Trinidad. Findings of the study revealed that while students largely rejected the notion that history is boring and irrelevant to contemporary life, many of them were still reluctant to pursue the subject further at the tertiary level. This apparent reluctance seems to be influenced by the perception that history becomes increasingly cumbersome and details-laden as one advances in study. Perhaps this perception could be adjusted if students were introduced to history differently at an earlier period. This study, therefore, has impl...
Children in schools of Trinidad and Tobago are not developing the reading skills needed to achiev... more Children in schools of Trinidad and Tobago are not developing the reading skills needed to achieve basic literacy (Ministry of Education, Trinidad and Tobago National Test, 2013). This study examined the effects of differentiated reading instruction training on prospective teachers' ability to meet students' needs. Thirty-one prospective teachers placed in primary schools of Trinidad and Tobago participated in a two-week,field-teaching practicefocusing on reading comprehension.The study used a convergent, mixed-method, research design aimed at triangulating quantitative and qualitative data obtained from a single group pretest/posttest quasi-experiment, survey responses, and reflections from the sample group of prospective teachers. Findings of the study revealed that the ability of prospective teachers to meet students' needs in reading greatly improved with differentiated instruction training in complementary reading structures.
International Journal of Humanities and Social Science
In his most recent publication, Caribbean History: From Pre-colonial Origins to the Present (2012... more In his most recent publication, Caribbean History: From Pre-colonial Origins to the Present (2012), Tony Martin Emeritus Professor of Africana Studies at Wellesley College, Massachusetts, presents a survey of Caribbean history from the advent of the Europeans to World War II. While the author, in general follows the traditional chronological approach used by historians such as Gertrude Carmichael and Learie Luke, 1 he takes a more thematic approach to the analysis thus bringing new rich perspectives to old topics. Three major themes emerge in the text, namely, European colonization-subjugation, domination and exploitation of labour and resources; resistance; and resilience of Caribbean peoples. The first theme introduces Spanish colonization in 1492 with the entry of Christopher Columbus, and the attendant introduction of enslavement of, first the native population, resulting in part to the almost total annihilation of these indigenous peoples of the Caribbean, and after their demis...
In Trinidad and Tobago large numbers of children found in schools are not developing the mathemat... more In Trinidad and Tobago large numbers of children found in schools are not developing the mathematical skills needed to achieve basic numeracy (Ministry of Education, Trinidad and Tobago National Test, 2013). This study examined the effect of differentiated math instruction training on prospective teachers' ability to meet students' needs. Prospective teachers placed in primary schools of Trinidad and Tobago participated in a two-week, field-teaching practice focusing on small group instruction in mathematics. The study used a convergent, mixed-method, research design aimed at triangulating a single group pretest/posttest quasi-experiment with survey and focus group responses, and reflections from the sample group of prospective teachers. Findings of the study revealed that the ability of prospective teachers to meet students' needs in mathematics greatly improved with differentiated instruction training in guided mathematics frameworks.
Many children in schools of Trinidad and Tobago are not developing the reading skills needed to a... more Many children in schools of Trinidad and Tobago are not developing the reading skills needed to achieve basic literacy [21]. This study examined the effect of differentiated reading instruction training on prospective teachers' ability to meet the needs of students. Thirty-one prospective teachers placed in primary schools of Trinidad and Tobago participated in a two-week, field-teaching practice focusing on reading comprehension. The study used a convergent, mixed-method, research design aimed at triangulating a single group pretest/posttest quasi-experiment with survey responses, and reflections from the sample group of prospective teachers. Findings of the study revealed that the ability of prospective teachers to meet students' needs in reading greatly improved with differentiated instruction training in alternative reading structures.
Higher education institutions are increasingly experiencing pressure regarding their expected rol... more Higher education institutions are increasingly experiencing pressure regarding their expected role in addressing immediate and long-term sustainable development challenges. Decisions about what should be taught are heavily influenced by socio-political needs and aspirations. The push towards entrepreneurship education is, perhaps, one example where some governments expect higher education institutions to encourage entrepreneurial development and awareness among students of the institutions. Indeed, political action has become a well-known force in education systems throughout the world. Utilizing a conceptual approach, this paper examines the theory and practice of curriculum politics in the Trinidad and Tobago higher education sector. It also explores various ways in which educators can survive the perceived threat of political interference in curriculum decision making. Notwithstanding the role of politics in curriculum decision making, the paper supports the view that unrestrained political intervention from non-education sources may threaten the quality of higher education programmes. As such, educators must come to terms with the reality of curriculum politics and find ways to function optimally in any given political context.
This study utilised an explanatory sequential mixed methods design to explore the perceptions and... more 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 qualitative study explored the experiences and perspectives of sixty-five women teachers wor... more This qualitative study explored the experiences and perspectives of sixty-five women teachers working in all-boys' primary and secondary schools of Trinidad and Tobago. A purposive sampling method was employed, utilizing standardized, open-ended interviews as the data collection method for the study. Data analysis consisted of examining, categorizing, and tabulating the evidence to address three research questions of the study. Three themes emerged from the study, namely, the role of women teachers in the education of boys; confronting the gender challenge; and women teachers as effective, dynamic, and resilient in the face of difficulties. Women teachers in the study believe that despite challenges, they can make a significant difference in the educational and social outcomes of boys. The results of this study cannot be generalized to the larger population of women teachers in the Trinidad and Tobago school system. However, the study is important because it serves to introduce the conversation of women teachers' experiences and perspectives in the context of a feminized Caribbean school system.
This quantitative study examined student perceptions of teacher professional attire at the second... more This quantitative study examined student perceptions of teacher professional attire at the secondary and tertiary levels of the education system. Five hundred and twenty-six (526) students were randomly drawn from Forms 1-6 in the secondary school system and tertiary-level students from Tobago as well as the northern and southern parts of Trinidad. One-way ANOVA and Pearson correlation tests were used to analyze student responses. These tests were done on the basis of a probability of error threshold of 1 in 20, or p< .05 and 1 in 100, or p< .01 respectively. Findings of the study revealed that while there were no statistically significant differences in secondary students' perceptions about their teachers' professional attire, there were significant differences in students' perceptions at the tertiary level. The results also showed significant relationships between the variables measuring student perceptions of teachers' attire and those measuring teacher occupational attributes, as well as student effort and behaviour in class.
This qualitative study explored the experiences and perspectives of sixty-five women teachers wor... more This qualitative study explored the experiences and perspectives of sixty-five women teachers working in all-boys' primary and secondary schools of Trinidad and Tobago. A purposive sampling method was employed, utilizing standardized, open-ended interviews as the data collection method for the study. Data analysis consisted of examining, categorizing, and tabulating the evidence to address three research questions of the study. Three themes emerged from the study, namely, the role of women teachers in the education of boys; confronting the gender challenge; and women teachers as effective, dynamic, and resilient in the face of difficulties. Women teachers in the study believe that despite challenges, they can make a significant difference in the educational and social outcomes of boys. The results of this study cannot be generalized to the larger population of women teachers in the Trinidad and Tobago school system. However, the study is important because it serves to introduce the conversation of women teachers' experiences and perspectives in the context of a feminized Caribbean school system.
This study examined student expectations of their tertiary-level teachers, highlighting specific ... more This study examined student expectations of their tertiary-level teachers, highlighting specific teacher characteristics that either attract or turn off students from their professors. Four hundred and one (401) students were randomly selected from three teacher education campuses in the north and south of Trinidad as well as Tobago. Findings of the study revealed that students generally had high expectations of their teachers on two levels: (i) pedagogical competence and (ii) discipline competence. Findings also revealed that the three teacher characteristics that attract students to their professors were caring for the welfare of students; professionalism; and teaching style. Conversely, students listed unprofessionalism; teacher aggressive attitude; and lack of concern for students as things that repel them from their professors.
In response to repeated calls for the re-masculinization of the teaching profession, some governm... more In response to repeated calls for the re-masculinization of the teaching profession, some governments have implemented policy decisions aimed at attracting, recruiting, and retaining male teachers in the school system. In this qualitative study, a purposive sampling method was used to obtain information from twenty-four participants about the type of men needed in the Trinidad and Tobago school system. Findings of the study revealed that preference was given to men who are father figures and positive role models for young boys. Such individuals should also be good disciplinarians, and physically strong men who exhibit a hegemonic masculinity. While the male role model argument resonated well with many of the respondents in the study, policy brokers were advised not to use gender as the sole basis for recruiting men into the teaching profession. Rather, those persons should demonstrate sound pedagogical skills and competence in teaching all children. Keywords: re-masculinization, teaching profession, policy, attracting, recruiting and retaining male teachers, school system
This study explored male perspectives of their educational experiences in the Trinidad and Tobago... more This study explored male perspectives of their educational experiences in the Trinidad and Tobago school system. It examined key push factors responsible for leading males away from pursuing higher education as well as factors responsible for male underachievement at the post-secondary and tertiary levels. This qualitative study utilized six focus groups comprising 56 participants from private and public post-secondary and tertiary institutions located in largely North-East, Central and South Trinidad. Findings of the study revealed that while Journal of Education and Development in the Caribbean Vol. 14, No. 1, 2012 65 JEDIC vol. 14-1 complete book-FINAL:Layout 1 9/8/2015 12:33 PM Page 65 most males understood and appreciated the value of higher education, certain factors such as financial constraints, geographical location, curriculum mismatch, peer pressure, and academic disenchantment due to lingering negative classroom experiences, served as deterrents to higher education.
Higher education institutions are increasingly experiencing pressure regarding their expected rol... more Higher education institutions are increasingly experiencing pressure regarding their expected role in addressing immediate and long-term sustainable development challenges. Decisions about what should be taught are heavily influenced by socio-political needs and aspirations. The push towards entrepreneurship education is, perhaps, one example where some governments expect higher education institutions to encourage entrepreneurial development and awareness among students of the institutions. Indeed, political action has become a well-known force in education systems throughout the world. Utilizing a conceptual approach, this paper examines the theory and practice of curriculum politics in the Trinidad and Tobago higher education sector. It also explores various ways in which educators can survive the perceived threat of political interference in curriculum decision making. Notwithstanding the role of politics in curriculum decision making, the paper supports the view that unrestrained political intervention from non-education sources may threaten the quality of higher education programmes. As such, educators must come to terms with the reality of curriculum politics and find ways to function optimally in any given political context.
This study sought to investigate what pre-service and in-service trained teachers understand by d... more This study sought to investigate what pre-service and in-service trained teachers understand by differentiated instruction, and the extent to which they practised differentiating instruction in their classrooms. Three hundred and seventy-nine participants were randomly drawn from selected primary and secondary schools situated in the northeastern , central, southern, and western parts of Trinidad. Findings of the study revealed that 58% of the respondents understood the concept of differentiated instruction. However, the majority of teachers did not differentiate content and product in their classrooms. While responses from participants in the questionnaire survey indicated that teachers generally understand and engage in process differentiation, responses from focus group interviews suggested that this type of differentiation is not a planned and conscious strategy. The study also highlighted various challenges related to implementation of differentiated instruction. These include ...
A single group pre-test, post-test quasi-experimental design was utilized to triangulate quantita... more A single group pre-test, post-test quasi-experimental design was utilized to triangulate quantitative and qualitative data obtained from a questionnaire, field notes, classroom observation, and practicum test scores, to determine changes in the questioning behaviours and practices of 31 prospective teachers involved in a three-week practicum exercise. Paired-samples t-tests were conducted to compare pre-test and post-test scores on participants' level of confidence in asking focussing, prompting, probing, and redirecting questioning. Findings of the study revealed significant differences in participants' pre-test and post-test scores for prompting questions. Based on Cohen's convention for a large effect (d =.80), the effect size for this analysis (d = 0.82) was found to be large. Analysis of classroom observation and field notes obtained from practicum supervisors also revealed a general improvement in participants' questioning behaviours and patterns after the application of an instructional video.
Research Question 1 was tested with the following hypothesis: Hypothesis 1: There is a significan... more Research Question 1 was tested with the following hypothesis: Hypothesis 1: There is a significant difference in students' perceptions of history based on Form level. Research Question 3 was tested with the following hypothesis. Hypothesis 2: There is a significant relationship between student perceptions of history and student perceptions of the history syllabus. Research Question 4 was tested with the following hypothesis: Hypothesis 3: There is a significant difference between teacher and student perceptions of the history syllabus, history textbooks, teacher competence, and the level of enjoyment attained from studying history texts. Research Question 5 was tested with the following two hypotheses: Hypothesis 4: There is a significant difference in students' perceptions of the teaching methodology used in the history classroom based on Form level. Hypothesis 5: There is a significant difference between student and teacher perceptions of teaching methodology, students' responsibility for their own knowledge, and the role of the teacher as facilitator of learning. Research Question 6 was tested with the following hypothesis:
This study examined the use of differentiated instruction as a viable teaching and learning appro... more This study examined the use of differentiated instruction as a viable teaching and learning approach for enhancing student learning experiences at a higher education institution. This approach is characterised by strategies that use assessment of each individual student for readiness, interest, and learning preference to modify instruction in one of three ways: by content, process or product. Findings of the study revealed that the majority of participants in the study reported higher levels of intellectual growth as a result of exposure to differentiated instruction. If properly applied, differentiated instruction can enhance not only adult learning but also provide a workable alternative to the pedagogy/andragogy dichotomy.
This study examined the impact of using a differentiated instructional approach to teaching secon... more This study examined the impact of using a differentiated instructional approach to teaching second year students pursuing an undergraduate course in curriculum studies at a tertiary institution. These prospective teachers varied in terms of their interests, experiences, personal circumstances, and learning preferences. Four hundred and thirty-four students in two education campuses took the course over a period of one semester. Half of the student body experienced differentiated instruction while the other half was exposed to the whole-class instructional approach. At the end of the course, an assessment was made to determine the extent to which differentiated instruction had a positive impact on students' general understanding of the course. Findings of the study revealed that students at both campuses responded favourably to the differentiated instructional approach, with 90% of participants reporting higher levels of intellectual growth and interest in the subject. Assessment of student learning revealed that the majority of students in the differentiated classrooms demonstrated sound understanding of major concepts taught in the curriculum studies course. Almost all of the students (99%) expressed willingness to experiment with differentiated instruction in subsequent practicum sessions during their tenure at the university, and 88% indicated a desire to use a differentiated instructional approach in their classrooms upon graduation.
This study sought to examine students' thinking about history to determine the extent to whic... more This study sought to examine students' thinking about history to determine the extent to which their perceptions coincided with widely held views on the subject. The study employed a mixed-method research design aimed at triangulating quantitative and qualitative data obtained from questionnaires and focus group interviews. Four hundred and fifteen participants were randomly drawn from selected secondary schools in Tobago and the east/west corridor of Trinidad. Findings of the study revealed that while students largely rejected the notion that history is boring and irrelevant to contemporary life, many of them were still reluctant to pursue the subject further at the tertiary level. This apparent reluctance seems to be influenced by the perception that history becomes increasingly cumbersome and details-laden as one advances in study. Perhaps this perception could be adjusted if students were introduced to history differently at an earlier period. This study, therefore, has impl...
Children in schools of Trinidad and Tobago are not developing the reading skills needed to achiev... more Children in schools of Trinidad and Tobago are not developing the reading skills needed to achieve basic literacy (Ministry of Education, Trinidad and Tobago National Test, 2013). This study examined the effects of differentiated reading instruction training on prospective teachers' ability to meet students' needs. Thirty-one prospective teachers placed in primary schools of Trinidad and Tobago participated in a two-week,field-teaching practicefocusing on reading comprehension.The study used a convergent, mixed-method, research design aimed at triangulating quantitative and qualitative data obtained from a single group pretest/posttest quasi-experiment, survey responses, and reflections from the sample group of prospective teachers. Findings of the study revealed that the ability of prospective teachers to meet students' needs in reading greatly improved with differentiated instruction training in complementary reading structures.
International Journal of Humanities and Social Science
In his most recent publication, Caribbean History: From Pre-colonial Origins to the Present (2012... more In his most recent publication, Caribbean History: From Pre-colonial Origins to the Present (2012), Tony Martin Emeritus Professor of Africana Studies at Wellesley College, Massachusetts, presents a survey of Caribbean history from the advent of the Europeans to World War II. While the author, in general follows the traditional chronological approach used by historians such as Gertrude Carmichael and Learie Luke, 1 he takes a more thematic approach to the analysis thus bringing new rich perspectives to old topics. Three major themes emerge in the text, namely, European colonization-subjugation, domination and exploitation of labour and resources; resistance; and resilience of Caribbean peoples. The first theme introduces Spanish colonization in 1492 with the entry of Christopher Columbus, and the attendant introduction of enslavement of, first the native population, resulting in part to the almost total annihilation of these indigenous peoples of the Caribbean, and after their demis...
In Trinidad and Tobago large numbers of children found in schools are not developing the mathemat... more In Trinidad and Tobago large numbers of children found in schools are not developing the mathematical skills needed to achieve basic numeracy (Ministry of Education, Trinidad and Tobago National Test, 2013). This study examined the effect of differentiated math instruction training on prospective teachers' ability to meet students' needs. Prospective teachers placed in primary schools of Trinidad and Tobago participated in a two-week, field-teaching practice focusing on small group instruction in mathematics. The study used a convergent, mixed-method, research design aimed at triangulating a single group pretest/posttest quasi-experiment with survey and focus group responses, and reflections from the sample group of prospective teachers. Findings of the study revealed that the ability of prospective teachers to meet students' needs in mathematics greatly improved with differentiated instruction training in guided mathematics frameworks.
Many children in schools of Trinidad and Tobago are not developing the reading skills needed to a... more Many children in schools of Trinidad and Tobago are not developing the reading skills needed to achieve basic literacy [21]. This study examined the effect of differentiated reading instruction training on prospective teachers' ability to meet the needs of students. Thirty-one prospective teachers placed in primary schools of Trinidad and Tobago participated in a two-week, field-teaching practice focusing on reading comprehension. The study used a convergent, mixed-method, research design aimed at triangulating a single group pretest/posttest quasi-experiment with survey responses, and reflections from the sample group of prospective teachers. Findings of the study revealed that the ability of prospective teachers to meet students' needs in reading greatly improved with differentiated instruction training in alternative reading structures.
Higher education institutions are increasingly experiencing pressure regarding their expected rol... more Higher education institutions are increasingly experiencing pressure regarding their expected role in addressing immediate and long-term sustainable development challenges. Decisions about what should be taught are heavily influenced by socio-political needs and aspirations. The push towards entrepreneurship education is, perhaps, one example where some governments expect higher education institutions to encourage entrepreneurial development and awareness among students of the institutions. Indeed, political action has become a well-known force in education systems throughout the world. Utilizing a conceptual approach, this paper examines the theory and practice of curriculum politics in the Trinidad and Tobago higher education sector. It also explores various ways in which educators can survive the perceived threat of political interference in curriculum decision making. Notwithstanding the role of politics in curriculum decision making, the paper supports the view that unrestrained political intervention from non-education sources may threaten the quality of higher education programmes. As such, educators must come to terms with the reality of curriculum politics and find ways to function optimally in any given political context.
This study utilised an explanatory sequential mixed methods design to explore the perceptions and... more 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 qualitative study explored the experiences and perspectives of sixty-five women teachers wor... more This qualitative study explored the experiences and perspectives of sixty-five women teachers working in all-boys' primary and secondary schools of Trinidad and Tobago. A purposive sampling method was employed, utilizing standardized, open-ended interviews as the data collection method for the study. Data analysis consisted of examining, categorizing, and tabulating the evidence to address three research questions of the study. Three themes emerged from the study, namely, the role of women teachers in the education of boys; confronting the gender challenge; and women teachers as effective, dynamic, and resilient in the face of difficulties. Women teachers in the study believe that despite challenges, they can make a significant difference in the educational and social outcomes of boys. The results of this study cannot be generalized to the larger population of women teachers in the Trinidad and Tobago school system. However, the study is important because it serves to introduce the conversation of women teachers' experiences and perspectives in the context of a feminized Caribbean school system.
This quantitative study examined student perceptions of teacher professional attire at the second... more This quantitative study examined student perceptions of teacher professional attire at the secondary and tertiary levels of the education system. Five hundred and twenty-six (526) students were randomly drawn from Forms 1-6 in the secondary school system and tertiary-level students from Tobago as well as the northern and southern parts of Trinidad. One-way ANOVA and Pearson correlation tests were used to analyze student responses. These tests were done on the basis of a probability of error threshold of 1 in 20, or p< .05 and 1 in 100, or p< .01 respectively. Findings of the study revealed that while there were no statistically significant differences in secondary students' perceptions about their teachers' professional attire, there were significant differences in students' perceptions at the tertiary level. The results also showed significant relationships between the variables measuring student perceptions of teachers' attire and those measuring teacher occupational attributes, as well as student effort and behaviour in class.
This qualitative study explored the experiences and perspectives of sixty-five women teachers wor... more This qualitative study explored the experiences and perspectives of sixty-five women teachers working in all-boys' primary and secondary schools of Trinidad and Tobago. A purposive sampling method was employed, utilizing standardized, open-ended interviews as the data collection method for the study. Data analysis consisted of examining, categorizing, and tabulating the evidence to address three research questions of the study. Three themes emerged from the study, namely, the role of women teachers in the education of boys; confronting the gender challenge; and women teachers as effective, dynamic, and resilient in the face of difficulties. Women teachers in the study believe that despite challenges, they can make a significant difference in the educational and social outcomes of boys. The results of this study cannot be generalized to the larger population of women teachers in the Trinidad and Tobago school system. However, the study is important because it serves to introduce the conversation of women teachers' experiences and perspectives in the context of a feminized Caribbean school system.
This study examined student expectations of their tertiary-level teachers, highlighting specific ... more This study examined student expectations of their tertiary-level teachers, highlighting specific teacher characteristics that either attract or turn off students from their professors. Four hundred and one (401) students were randomly selected from three teacher education campuses in the north and south of Trinidad as well as Tobago. Findings of the study revealed that students generally had high expectations of their teachers on two levels: (i) pedagogical competence and (ii) discipline competence. Findings also revealed that the three teacher characteristics that attract students to their professors were caring for the welfare of students; professionalism; and teaching style. Conversely, students listed unprofessionalism; teacher aggressive attitude; and lack of concern for students as things that repel them from their professors.
In response to repeated calls for the re-masculinization of the teaching profession, some governm... more In response to repeated calls for the re-masculinization of the teaching profession, some governments have implemented policy decisions aimed at attracting, recruiting, and retaining male teachers in the school system. In this qualitative study, a purposive sampling method was used to obtain information from twenty-four participants about the type of men needed in the Trinidad and Tobago school system. Findings of the study revealed that preference was given to men who are father figures and positive role models for young boys. Such individuals should also be good disciplinarians, and physically strong men who exhibit a hegemonic masculinity. While the male role model argument resonated well with many of the respondents in the study, policy brokers were advised not to use gender as the sole basis for recruiting men into the teaching profession. Rather, those persons should demonstrate sound pedagogical skills and competence in teaching all children. Keywords: re-masculinization, teaching profession, policy, attracting, recruiting and retaining male teachers, school system
This study explored male perspectives of their educational experiences in the Trinidad and Tobago... more This study explored male perspectives of their educational experiences in the Trinidad and Tobago school system. It examined key push factors responsible for leading males away from pursuing higher education as well as factors responsible for male underachievement at the post-secondary and tertiary levels. This qualitative study utilized six focus groups comprising 56 participants from private and public post-secondary and tertiary institutions located in largely North-East, Central and South Trinidad. Findings of the study revealed that while Journal of Education and Development in the Caribbean Vol. 14, No. 1, 2012 65 JEDIC vol. 14-1 complete book-FINAL:Layout 1 9/8/2015 12:33 PM Page 65 most males understood and appreciated the value of higher education, certain factors such as financial constraints, geographical location, curriculum mismatch, peer pressure, and academic disenchantment due to lingering negative classroom experiences, served as deterrents to higher education.
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Papers by Stephen Joseph
Keywords: re-masculinization, teaching profession, policy, attracting, recruiting and retaining male teachers, school system
Keywords: re-masculinization, teaching profession, policy, attracting, recruiting and retaining male teachers, school system