Teacher Development in the 1990’s

Book Cover: Teacher Development in the 1990's
Part of the Institute Annual Volume series:

First published as a chapter titled:

Teacher Development in the 1990's In School and College: Educational Issues and Trends in the Commonwealth Caribbean 1999. Ruby King Editor Institute of Education Annual Volume 2 1999 Pp 57-91

This paper begins by briefly locating teachers within the social structures of Caribbean society and identifying the three broad types of governance of education systems in the region and their implications for conditions of service of teachers. It then identifies international and regional trends related to teacher development within the context of different models of school organization. It then reviews teacher development in the Caribbean in the 1990's with respect to innovations in pre-service teacher educations; in-service teacher training initiatives; projects that attempted to integrate pre-service and in-service modalities; initiatives to upgrade teacher trainers and innovations related to teacher evaluation and teacher supervision. The paper concludes with a critique of teacher development in the Caribbean in the 1990's.

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Retaining Boys in School

Developing a Model of Intervention

Book Cover: Retaining Boys in School
Part of the Institute Annual Volume series:

Retaining Boys in School: Developing a Model of Intervention. In Institute Annual Volume 3, Institute of Education, University of the West Indies, Kingston, Jamaica: 2000.

This Chapter reports a study designed to learn lessons from the highly successful two-year programme by the YMCA in Kingston Jamaica for boys between the ages of 12 to 14 years who had dropped out of the formal school system and the attempt to apply the lessons learned from the YMCA non-formal programme in two All-Age schools from which several of the boys had dropped out.

The Chapter reviews theories that have been employed to explain male underachievement as well as some empirical studies done on male underachievement in Jamaica. The study adopted a two-stage action research methodology. Stage one involved gathering information from the 200 boys enrolled in the YMCA programme through questionnaires; focus groups; and case studies; identifying the schools from which the boys dropped out, then interviewing the principals and teachers of two of the schools from which several of the boys had dropped out and then comparing the YMCA programme with the schools’ programmes. Stage two involved designing, implementing and evaluating a model of intervention intended to retain boys in the two schools previously identified. The assumptions and elements of the model of intervention are described and discussed.

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