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THE UNIVERSITY OF THE WEST INDIES ST. AUGUSTINE, TRINIDAD, WEST INDIES

FACULTY OF HUMANITIES AND EDUCATION SCHOOL OF EDUCATION

STUDENT HANDBOOK

2017-2018

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TABLE OF CONTENTS

Page Nos. Programme Rationale 3 Programme Structure 3 Programme Delivery 4 Course Outlines Compulsory core courses 5 Compulsory courses in the area of Youth Guidance 5 EDRS6203: Graduate Research Seminars 15 Seminar Presentation Outlines 15 Regulations pertaining to the Research Project 16 Information Literacy 17 Guidelines for writing the research proposal 17 EDRS6900: Research Project 19 marking guide 19 TURNITIN Instructions 23 Information that must go on the front cover 24 Regulations governing the conduct of the programme 25 Presentation of written work 26 Examples of references in APA style 28 Support services at the School of Education 33 Academic Support/Disabilities Liaison Unit [ASDLU] 36 Members of Programme Staff and Contacts 38

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PROGRAMME RATIONALE Young people comprise an important part of our human resource potential. An important aim of education is to enable them to maximise their potential for learning and personal development so that they could lead healthy, fulfilling and successful lives, and contribute meaningfully to society. It is important, therefore, to have an understanding of the factors that facilitate or hinder this process. Youth today are growing up in an era marked with turbulence and which presents many challenges. There is a breakdown in social structures, patterns of employment are changing, populations are becoming migratory and mobile, and there are fewer role models. Young people are being forced to grow up much faster than previous generations. For example, the influences of the media and information technology have exposed them to adult experiences and ways of thinking and to a culture of violence that is unprecedented and they have developed significantly different values and attitudes to those of adults. Peer groups have become for many young people the only source of social support and reference, and the danger is that the lifestyles promoted by the youth culture could be inimical to healthy development. The school has been identified as one of the key agencies that can help address some of the fundamental problems facing youth, and facilitate that self-transformation and development of critical consciousness that is fundamental to human development. This demands a vast range of capacities in teachers and administrators if they are to effectively carry out these responsibilities. The aim of this concentration, therefore, is to build the social, intellectual and technical capacities of teachers and educators to help young people develop positive attitudes to self and others, to become more knowledgeable about their own development, and to develop the skills to manage their emotions, make appropriate lifestyle and career choices, and build positive relationships. It will not prepare teachers to become full-time counsellors or guidance officers, but, rather, enable the mainstream classroom teacher to support students in facing various challenges of everyday life, as well as identifying and realising their fullest potential.

PROGRAMME STRUCTURE Students enrolled in the M.Ed. programme are required to complete eight semester courses (or the equivalent) and a research project. The courses are each worth 4 credits. The research project report should not exceed 15,000 words and is worth 10 credits. Students are also expected to attend Graduate Research Seminars and to present their research proposal in one of these seminars. The programme runs for two years on a part-time basis.

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PROGRAMME DELIVERY For the concentration in Youth Guidance, the eight courses to be completed are as follows:

Three compulsory core courses for M.Ed. programmes: EDFA 6207: Education and the Development of Social Competencies EDRS 6208: Fundamentals of Educational Research I EDRS 6210: Fundamentals of Educational Research II

Four compulsory courses in the area of Youth Guidance: EDPS 6209: Youth Development EDGC 6211: Health and Family Life Education EDGC 6212: Diagnosis and Counselling – First Steps EDGC 6214: Career Development

One elective course: EDSE 6001: Nature and Needs of Exceptionalities OR any other course approved by the School

The programme is delivered as outlined in the table below:

Year 2

Sem

este

r 1

EDGC 6214: Career Development

EDSE 6001: Nature and Needs of Exceptionalities

OR another approved course

EDRS 6203: Graduate Research Seminars

Sem

este

r 2

EDRS 6203: Graduate Research Seminars

EDRS 6900: Research Project

Students have to submit three (3) hardbound copies of EDRS6900 – Research Project by May 30th.

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COURSE OUTLINES

COMPULSORY CORE COURSES

EDFA 6207: EDUCATION AND THE DEVELOPMENT OF SOCIAL COMPETENCIES (4 credits) Overview This course will employ a problem-based approach to introduce participants to some of the critical dilemmas, conflicts and prominent controversies arising from social development. It therefore takes into consideration the dilemmas relevant to education that often arise in the promotion of equity, the enhancement of productivity and competitiveness, the empowerment of agents and actors in the education system, and the development of sustainable models of socio-economic and political development. It helps students to identify, characterize and analyse some of these major dilemmas in contemporary social life as they would impact on educational issues. It would contribute to the development of theoretical and practical insights that can guide actors and agencies in education towards the formulation of practical solutions. Since agency is an attribute of persons as well as institutions, students are required to engage in a process of self-study and group evaluation even as they examine wider educational contexts. In addition to the cognitive dimension of the course, students are engaged in procedures that experientially target affective and psycho-motive competencies in themselves and other members of the group in which they are required to work through given issues, scenarios and problems. Objectives This course, as the title suggests, offers specific insight and analysis into the role individual and institutional agents play in outfitting citizens with suitable knowledge, skills and attitudes for life in a multicultural democratic society in the Caribbean today. The task will be learner centered and developmental. Affect, knowledge and behavior will be all targeted and links explored toward an improved quality of “being” in the Caribbean context. The goal is nothing less than in-depth learning as fitting for the development of rounded human beings able to successfully negotiate the multiple social spheres which they inhabit. Efforts will be focused on providing experiences for students geared to the learning of social competencies; in providing such support the aim is to enhance the students’ competencies as educators who in turn become more proficient in the facilitation of social competencies in their students and other educational personnel. Content Through the critical analysis and particular perspectives afforded by the foundation disciplines of philosophy, sociology and psychology, the following themes are explored with regard to the development of social competencies:

The nature of social competencies

Respect

Reducing prejudice

Power, reform and schooling: personal, institutional and social dimensions

Assessment This course shall be assessed through coursework (40%) and a final written examination (60%).

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Teaching/ Learning strategies Mode of delivery: Blended The course will be delivered face-to-face and online using the following strategies. Readings Adams St. Pierre, E. (2002). “Science” rejects postmodernism. Educational Researcher,

31(8), 25-27. Boulding, E. (2000). Peace Culture: The problem of managing human difference.

Retrieved from Aril Crosscurrents 2000 website: http://www.aril.org/boulding.htm Burke, B. (2000). Post-modernism and post-modernity. Retrieved from

Infed website: http://www.infed.org/biblio/b-postmd.htm Clapham, A. (2007). Human rights: A very short introduction. Oxford, UK:

Oxford University Press. Crick, B. (2002). Democracy: A very short introduction. New York, NY: Oxford University

Press. Crick, B. (1999). The presuppositions of citizenship education. Journal of Philosophy of

Education, 33 (3), 337- 352. Cunningham,F., Lalonde,D., Neelin,D., & Peglar K. ( 2003). Philosophy: The big questions.

Toronto, Canada: CanadianScholars’ Press Inc. Dawkins, R. (2006). The God delusion. Boston, MA: Houghton Mifflin Company. Endres, B. (2002). Transcending and attending to difference in the multicultural classroom. Journal of Philosophy of Education, 36(2), 171-185. Enslin, P., Pendlebury, S. & Tjiattas, M. (2001). Deliberative democracy, diversity

and the challenges of citizenship education. Journal of Philosophy of Education, 35 (1), 115 - 130

Haq, Mahbub ul. (1995). Reflections on human development. New Delhi, India: Oxford University Press.

Hamm, C. (1989). Philosophical issues in Education. London, UK: Routledge / Falmer. Hayden, P. (2001). The philosophy of human rights. St. Paul, MN: Paragon House. Impediments to cogent reasoning- Stereotypes, prejudice and scapegoats.

(2011, June 8). Retrieved November 17, 2011 from Santa Rosa Junior College website: http://online.santarosa.edu/presentation/page/?36963

Kearney, R. (1994). Modern movements in European philosophy (2nd edition). Manchester, UK: Manchester University Press.

Kubik, J. (n.d.). Stereotypes- Glossary. Retrieved November 17, 2011, from RUTGERS website: http://gc2000.rutgers.edu/GC2000/MODULES/STEREOTYPES/Glossary.htm

Linn, R. (1996). A Teacher’s introduction to post-modernism. Urbana, Ill: National Council of Teachers of English.

Salzman, J. (2001). Why TV news ignores war’s opponents. Retrieved from Rocky Mountain Media Watch, Texts & Press Releases website: http://www.bigmedia.org/textsWar.html

Tawa, J. & Kim, G. (2011). How does biological belief in race relate to our feelings towards in-group and out-groups? A cognitive dissonance framework. Retrieved from:

http://www.uiowa.edu/~grpproc/crisp/crisp16_4.pdf Taylor, S. (Ed.), (1999). Sociology – issues and debates. London, UK: Macmillan. Trinidad & Tobago. National Task Force on Education. (1994). Education Policy Paper (1993-

2003) (White Paper). Port of Spain, Trinidad: Ministry of Education.

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Truth Goodman, R., & Saltman, K. (2001). Dancing with bigotry. Educational Researcher, 30(6), 27-30.

Téllez, K. (2001). Incommensurable views on multicultural education.

Educational Researcher, 30(2), 34-36. Ungoed-Thomas, J. (1997). Vision of a school: The good school in the good society. London,

UK: Cassell. Valadez, J. (2001). Deliberative democracy, political legitimacy and self-determination in

multicultural societies. Oxford, UK: Westview Press. Wells, L. (2003). A culture of teaching peace. UNESCO Conference on Intercultural

Education, Finland. Retrieved from http://www.commondreams.org/views03/0616-01.htm Winch C., & Gingell J. (2004). Philosophy & educational policy- A critical introduction.

London, UK: Routledge-Falmer.

EDUCATIONAL RESEARCH METHODOLOGY

Overview There are two compulsory courses in research methodology. These provide a general introduction to the philosophical foundations and methodological strategies of research in education. They explore the nature of educational research and the origins and uses of different research methodologies. Specifically, the courses focus on educational research informed by the empirical-analytical and naturalistic traditions. A prominent feature of these courses will be small group, interactive sessions designed to assist students in the identification and formulation of research problems and issues. A guiding principle is that education is an applied discipline and that educational research must be driven by a need to improve education in certain justifiable ways. Thus, the courses will treat with both the technical side of research as well as its ideological dimensions. EDRS 6208: FUNDAMENTALS OF EDUCATIONAL RESEARCH I (4 credits) Objectives The student will be able to (1) describe the nature of educational research (2) use educational theory in order to select and identify significant research issues (3) formulate research problems (4) design appropriate tools and instruments for investigation (5) use the various statistical forms of data analysis (6) reflect on and analyse issues and dilemmas in educational research (7) develop competence in the interpretation and evaluation of educational research findings Content

The nature of educational research. Education as an applied discipline. The relevance of educational theory to research.

Sources of evidence in research. Identifying and formulating research problems. Selection of methods in educational research.

Research and knowledge utilization. Reporting of educational research.

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Designing and implementing research in the empirical-analytical tradition. Positivist approaches to research: - the research plan: ethical considerations, sampling design, data collection - descriptive research - experimental research - descriptive data analysis measures of central tendency measures of variability measures of relationship – correlations - inferential data analysis testing statistical significance non-parametric tests

- use of computer software in data analysis - preparing a research proposal

Assessment This course shall be assessed through coursework (40%) and a final examination (60%). References Best, J., & Khan, J. (1998). Research in education. Boston: Allyn & Bacon. Borg, W., & Gall, M. (1996). Educational research – an introduction. NY: Longmans. Cohen, L. (1984). Statistics for social scientists. London: Harper and Row. Cohen, L., & Manion, L. (2000). Research methods in education. London: Routledge. Gorard, S. (2001). Quantitative methods in education research. London: Continuum. Keeves, J., & Lakomski, G. (Eds.). (1999). Issues in educational research. Amsterdam: Pergamon. Linn, R. (1990). Quantitative methods. NY: Macmillan. Pring, R. (2000). Philosophy of educational research. London: Continuum. Wellington, J. (2000). Educational research. London: Continuum. EDRS 6210: FUNDAMENTALS OF EDUCATIONAL RESEARCH II (4 credits) Objectives The student will be able to (1) describe different approaches to educational research (2) discuss research issues emanating from different approaches to educational research (3) select appropriate research approaches in the investigation of specific phenomena (4) design educational research in the naturalistic paradigm (5) analyse qualitative data (6) develop competence in evaluating the varied forms of qualitative research in education

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Content

the quantitative – qualitative dichotomy. Philosophical underpinnings of the empirical-analytic and naturalistic approaches to research

major research orientations and methodologies in the naturalistic paradigm: - ethnography - grounded theory - case study - critical inquiry - the role of sociological theory in qualitative research e.g. hermeneutics, symbolic

interaction, and phenomenology

problem identification and formulation

designing research in the naturalistic tradition: - identifying data sources - data collection - data analysis (use of computer software for qualitative data analysis) - ethical issues

Assessment This course shall be assessed through coursework (40%) and a final examination (60%). Required Readings Belox, M., & Haggerson, N. (Eds.). (1982). Naturalistic research paradigms. Merrut: Anu Books. Cresswell, J. (1998). Qualitative inquiry and research design: choosing among five traditions.

Thousand Oaks, CA: Sage. Boyatzis, R. (1998). Transforming qualitative information. Thousand Oaks, CA: Sage Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA.: Sage. Kvale, S. (1996). Interviews: an introduction to qualitative research interviewing. Thousand Oaks, CA:

Sage Mann, C., & Stewart, F. (2000). Internet communication and qualitative research: a handbook for

researching on line. Thousand Oaks, CA: Sage. Swann, J., & Pratt, J. (1999). Improving education – realist approaches to method and research.

London: Continuum. Walford, G. (2001). Doing qualitative educational research. London: Cassell.

COMPULSORY COURSES IN THE AREA OF YOUTH GUIDANCE EDPS6209: YOUTH DEVELOPMENT (4 credits) Overview This course is a study of human growth and development through childhood, adolescence and young adulthood. An essential portion of the course will expose participants to the opinions, beliefs and voice of youth contemplating their own daily challenges and dilemmas.

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Fieldwork and practical enquiry will be balanced with lecture and small-group presentations, in an integration of theory with actual experience. Objectives The student will be able to (1) define the concepts of “child”, “youth” and “society” and the relationships among them. (2) identify the rights of the child and of youth. (3) define the concepts of “self” and “identity” and evaluate the impact of psychosocial factors on

adolescent development. (4) apply knowledge of youth-related issues such as health, recreation, law-abiding behaviour, and

the influence of the peer group to the mediation process. Content

Definition and explication of the concepts “child”, “youth” and “society”

Policies stated in United Nations documents on the rights of children and youth

Regional policies on children and youth and the implications for intervention strategies

Psychosocial and identity development theories

Dilemmas of children and youth in the Caribbean

Social challenges for children and youth

Youth empowerment through peer education Assessment This course shall be assessed through coursework (40%) and a final examination (60%). References Cole, M. and Cole, S.R. (1989). The development of children. Scientific American Books, New York :

W.H. Freeman & Company. Garbarino, J. et al. (1992). What children can tell us. San Francisco: Jossey-Bass Publishers. Gullota, T.P. et al. (1999). The adolescent experience. Orlando :Academic Press. Gurian, M. (2001). Boys and girls learn differently. New York: Jossey-Bass. Reese, H.W. & Kail, R. (eds.) (2001). Advances in child development and behaviour. Orlando:

Academic Press. Santrock, J.W. (1995). Life-span development. (5th ed.) Dubuque: Brown & Benchmark. Teele, S. (2000). Rainbows of intelligence: exploring how students learn. California: Corwin Press. Thomas, R.M. (2000). Comparing theories of child development. California: Brooks/Cole

Publishing Company. PAHO/WHO, CAREC and other regional documents on youth and development. EDGC6211: HEALTH AND FAMILY LIFE EDUCATION (HFLE) (4 credits) Overview HFLE is a life skills-based programme that promotes psychosocial competence, that is, the ability to deal effectively with the challenges of everyday life. Its aim is to encourage a critical analysis of values, behaviours, social conditions and lifestyles as they impact on health and relationships, while strengthening skills that promote positive behaviours. This course is designed to help participants develop competence in using life skills as counselling techniques, as well as in the construction of HFLE programmes that use the life skills approach.

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Interactive methodologies will be used such as lecture/discussion, situation analysis, student presentations/debates, and role-play. Objectives The student will be able to (1) model the key life skills techniques during their interactions with peers and students (2) identify the theories that underpin the life skills-based approach to HFLE (3) analyse the different theories in relation to life skills development (4) critically analyse the research evidence that supports the practice of the life skills-based (5)

approach in school curricula (6) apply knowledge of life skills theories to the design and implementation of HFLE programmes

to address specific needs of young people in schools. (7) demonstrate the capacity for empathy, genuineness, and respect through the development of

caring relationships Content Linking the following key types of life skills to the counselling process:

Decision making

Interpersonal relationship

Empathy

Coping with stress

Negotiation

Self management/monitoring Overview of the following major theories underpinning life skills and implications for life skills development in HFLE

Child and adolescent development theory

Constructivist psychology

Social learning theory

Problem-behaviour theory

Social influence theory

Cognitive problem solving

Multiple intelligences theory

Resilience theory

Examination of current research in the practice of life skills. Integrating theory to the design and development of HFLE programmes with emphasis on Lifestyles: Health and Wellness; Eating and Fitness; and Human Sexuality. Assessment This course shall be assessed through coursework (100%). This will consist of a practicum to be conducted in a school. The nature of the course, with its focus on the acquisition and practice of life skills, demands that a clinical approach be emphasised. References Clark, R.M. (1983). The family and school achievement: Why poor black children succeed or fail.

Chicago: University of Chicago Press. Dalin, P. & Rust, V.D. (1996). Towards schooling for the 21st century. Cassell: Wellington House. Hoffman, L. et al. (1994). Development psychology today. New York: McGraw Hill.

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Natriello, G. et al. (1990). Schooling disadvantaged children: Racing against catastrophe. Columbia: Teacher College Press

Soler, J et al (2001). Teaching development: Exploring our own practice. London: Paul Chapman Publishing Ltd.

Spinthall, N.A. et al (1994). Educational psychology: A development approach. New York: McGraw Hill.

Taylor, I. (1997). Developing learning in professional education: Partnerships for practice. SRHE and Open University Press.

CARICOM documents on HFLE. EDGC6212: DIAGNOSIS AND COUNSELLING: FIRST STEPS (4 credits)

Overview This course provides a general introduction to elements of counselling within the school environment. It is aimed at teachers who wish to be able to make an informed response to the academic and non-academic needs of students. The course will identify various student problems that the average classroom teacher may encounter regularly and outline ways to identify and work with students who need help. A major concern is the referral process and how participants can collaborate with colleagues in their school and other professionals in order to assist students. Case studies will be a major focus of the course.

Objectives The student will be able to (1) identify behaviours characteristic of students with problems. (2) initiate contact with students in ways that provide understandings to help in the

management/mitigation of these behaviours. (3) guide students and/or families to appropriate resources and support systems for identified

problems. (4) develop enabling partnerships with parents and/or other teachers vis-à-vis student cases. (5) make sound ethical decisions about working with and consulting about student cases. (6) apply the counselling process within the limits of the teacher’s normal role. Content

Characteristics of children’s and youth’s conflicts with self

Characteristics of children’s and youth’s conflicts with others

Special topics, e.g. - child abuse - “latchkey” and “barrel” children - living with addictions - death and dying - divorce and family re-arrangement

Consultation and referral - the role of consultation - the consulting process - creating a referral list

Collaboration - working with parents: establishing rapport, impartiality, data collection, the referral

process, planning and goal setting.

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- working with other teachers: establishing rapport, data sharing and confidentiality, collaborative planning.

Legal and ethical considerations

Stages in the counselling process Assessment This course shall be assessed through coursework (40%) and a final examination (60%). Students must pass all parts of a course to get a passing grade.

References Corey, G. (2001). Theory and practice of counseling and psychotherapy. California:

Wadsworth/Thomson Learning. Corey, G., Corey, M.S. & Callahan, P. (1988). Issues and ethics in the helping professions. (3rd ed.)

California: Brooks/Cole Publishing Company. Erchul, W.P. and Martens, B.K. (1997). School consultation - conceptual and empirical bases of

practice. New York : Plenum Press. Gilhooley, J. (2000). Using peer mediation in classrooms and schools: Strategies for Teachers and

School Administrators. Call No. LB.1027 Goldstein, S. and Mather, N. (1998). Overcoming underachieving: An action guide to helping your

child succeed in school. New York :Jossey-Bass. King, G. (1999). Counselling skills for teachers. Call No. L.B. 1620.53, G.7, K56. Nelson, J. (2000). Introduction to counselling skills: Text and activities. Call No. BF637, C5. Teele, S. (2000). Rainbows of intelligence: exploring how students learn. California: Corwin Press. Thompson, C.L. and Rudolph, L.B. (1988). Counseling children. California: Brooks/Cole Publishing

Company. UNESCO (1982). UNESCO Yearbook on Peace and Conflict Studies Weil, P. (1990). The art of living in peace: Towards a new peace consciousness. Call No. JG 362, W45 Ziv, A. (1977). Counselling the intellectually gifted child. Call no. BF723, G5,Z58. Oleander, R.et al. (2010). The school-home connection: forging positive relationships with parents.

Thousand Oaks: Sage. Page, R.M. and Page, T.S. (2003). Fostering emotional well-being in the classroom. MA: Jones and

Bartlett.

EDSE6001: Nature and Needs of Exceptionalities (4 credits) Overview This course provides a general introduction to the field of Special Education and the study of exceptionality. Since the trend in current educational practice is towards integration of special students into the mainstream classroom, it is not unusual for regular classroom teachers to have students with exceptionalities in their classes. Teachers therefore need to be aware of and sensitive to the characteristics and needs of these students. Case studies will be the major strategy used to identify and plan for these students.

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Objectives The student will be able to: (1) define “exceptionality” and examine issues involved in identification of exceptionality and

curriculum planning for exceptional children in the regular school. (2) identify the characteristics of various categories of exceptionality. (3) formulate individualised education plans to treat with exceptionality in various contexts (5) use media and technology in the teaching of exceptional children. Content

Definitions of “exceptionality”, “classification and labelling”, and “mainstreaming”

Classes of exceptionality - visual impairments; auditory impairments; mental retardation; speech and language disorders; behaviour problems; learning challenges; physical challenges; giftedness and talentedness

Individualised education plans for exceptional children

Use of media and technology in teaching exceptional children Assessment This course shall be assessed through coursework (60%) and a final examination (40%). References Amos, R. et. al. (1986). Change in special education: A collaborative effort. Call no. L.C. 3997, GSA

25, C54. Blanco, R. (1995). The integration of students with special needs in Latin America and the

Caribbean. Call no. LC 213.3 No. L29, BS. Brook, C. & Rosarii G. (2000). International perspectives on special education needs. Call no. L.C.

3965, I58. Kirk, S.A. and Gallagher, J.J. (1986). Educating exceptional children. (5th ed.) Boston: Houghton

Mifflin. Government of Trinidad and Tobago. (1994). Policy on persons with disabilities. Port of Spain:

Ministry of Social Development. Instrument Development Sub-Committee of the Parliamentary Advisory Committee on Special

Education. (1997). A handbook for the initial identification of children with special needs in the Trinidad and Tobago school system. Government Printery, Trinidad.

Meiher, J.W. (1994). New perspectives on special education. A six-country study of integration. Call no. LC 3986, A2, N49.

Schloss, P.J. (1990). Instructional methods for adolescents with learning and behaviour problems. Call no. LC4704, S.35.

Sher, E. (1998). Extraordinary play with ordinary things. Orlando: Academic Press. Wong, B. (1998). Learning about learning disabilities. Orlando: Academic Press. Yeboa, B.V. (1995). Special education assessment. Call No. LC 395, B.34 EDGC6214: CAREER DEVELOPMENT (4 credits)

Overview At both the primary and secondary level, little attention is given to helping students to think seriously about career development or to make sound decisions on career choice. The general practice is to take students on infrequent field trips to unsystematically chosen industrial plants and invite (also infrequently and unsystematically) officials from different industries to give lectures/talks on careers in those industries or on career options in general. A more rational and systematic approach is

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needed, which this course seeks to provide. It provides a general overview of career development theories and their possible applications in the classrooms of Trinidad and Tobago. Systematic career planning and professional exploration based on the theories introduced will form the basis of class activities. Objectives The student will be able to: (1) define the key concepts associated with career development and the world of work. (2) evaluate various career development theories in light of educational and societal issues within

local contexts and use them to inform their counselling of students. (3) guide students in the use of self-assessment and decision making strategies for occupational

choice. (4) formulate a career guidance programme for implementation within a school. Content

Definition of the concepts of “career guidance” and “work”

Career development theories in relation to: person-environment interactions, accidents, and psychological development approaches

Decision theories in relation to: expectancy, self-efficacy, and cognitive dissonance

Educational and societal issues that impact on career choice and the world of work

Career guidance in the elementary school

Career guidance in the secondary school Assessment This course shall be assessed through coursework (40%) and a final examination (60%). References Herr, E.L. and Cramer, S.H. (1988). Career guidance and counseling through the life span: Systematic

approaches. (3rd ed.) Boston: Scott, Foresman and Company. Howard, A. (1995). The changing nature of work. New York: Jossey-Bass. Gibson, R.L. and Mitchell, M.H. (1986). Introduction to counseling and Guidance. (2nd ed.) New

York: Macmillan Publishing. Vroom, V.H. (1994). Work and motivation. New York: Jossey-Bass. EDRS6203: GRADUATE RESEARCH SEMINARS M.Ed. students are allowed 30 minutes in which to make their presentations and answer questions. SEMINAR PRESENTATION GUIDELINES 1. Survey and study the literature well-ensure that it assists you in framing the problem to be

investigated.

2. Ensure that the background to the problem justifies the need for the study

3. Demonstrate mastery of your proposal by recognizing the links between its critical parts:

conceptualization, literature review, theory and methodology

4. On each slide include only the most significant points ; avoid information overload

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5. Use non-text (e.g. symbols, pictures, graphs, maps, charts etc.) to enhance the presentation

where necessary

6. Determine the de-limitations of your impending study-the things that will not be studied and

be prepared to justify them

7. Be mentally prepared for the seminar; rehearse it, critically appraise

8. Be reflective-jut down a list of questions that you may have with the proposal. Determine the

answers to your own questions-Verify the answers and make the necessary changes

9. Complete slides at least two days before-avoid adding new information at the last minute

10. Do not prepare too many slides

11. Make your title catchy and interesting (first impressions count)

Presentation Skills 12. Connect with your audience; speak directly to it (take ownership of the contents of the

proposal)

13. Present your ideas logically

14. Balance the presentation (do not spend too much time on the first two chapters and too

little on the rest)

15. Validate your methods and procedures by citing evidence from similar research studies-those

that investigated the same phenomenon under similar conditions (However, note their

strengths and limitations, and express them where necessary)

16. Pay attention to the use of English (use appropriate Grammar and vocabulary)

17. Convey your ideas in a scholarly manner –use the jargon of the field of inquiry (i.e. become a

part of the discourse)

18. Effectively defend your proposal (despite its limitations)

19. Be positive: use feedback to improve the quality of the proposal

20. Be creative in presenting and hold the listener’s interest throughout

REGULATIONS PERTAINING TO THE RESEARCH PROJECT FOR THE M.ED. DEGREE To be eligible for the award of the M.Ed., all students will be required to complete a Research Project. The project is the culmination of the Qualitative and Quantitative Research Methods in Education and Graduate Research Seminar sequence [EDRS6208, EDRS6210 and EDRS6203]. The Research Project will test the ability of programme participants to:-

(a) conceptualize a research issue or problem; (b) develop a clearly stated, detailed proposal and plan of procedures and techniques through

which the research activity is to be implemented and (c) implement an aspect, some aspects or all aspects of the proposed plan.

In other words, while students may choose to implement the entire plan, they may also decide, in consultation with their supervisors, on the in-depth operationalisation of one or more aspects of the detailed research plan. For example, the student may choose to focus on the preparation of an extended or full-blown literature survey and theoretical assessment of the major and significant issues bearing on the central problem of the research. He/she may buttress this with an annotated

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bibliography and deploy it as clinching evidence to support the appropriateness of the chosen research design. All decisions about the final focus of the research activity must be approved by the student’s supervisor. INFORMATION LITERACY Information Literacy is “knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.” (Chartered Institute of Library and Information Professionals, 2004). As an M. Ed. student you are required to produce a research project report. To assist with this endeavor, the Library delivers a series of information literacy sessions designed to help you along the journey. The sessions are designed to help you refine your research topic, explore the many sources and formats of information available, and communicate your research in an ethical manner. In addition, you will learn how to format your research report using the University’s guidelines. These sessions will be offered in the second year of your program as part of the Graduate Research Seminars.

SCHOOL OF EDUCATION POSTGRADUATE PROGRAMME GUIDELINES FOR WRITING THE RESEARCH PROPOSAL

These are some guidelines for writing your research proposal. They are intended to capture the essence of the work that you covered in the two research methods courses that you did in Year 1. You do not have to follow the format rigidly as you may wish to inject some degree of creativity into your work. However, you should ensure that what you present is logical and contains the elements described below. In addition, you should ensure that your work conforms to the APA guidelines and that Standard English is used throughout. THE PROBLEM/ISSUE Provide a full account of what the study is about. The account should be cohesive. You can be creative in structuring it but your account should include the following:-

The background to the problem/issue. Here, you should provide contextual information that

would allow for a full understanding of what the problem/issue is. The contextual details can

involve a historical account and appropriate references to the literature, as well as any other

information that might help to place the problem/issue in context.

Justification for doing the study. You should explain why the problem/issue is thought to be

worthy of investigation. This might involve personal and/or educational and/or theoretical

reasons.

A summary statement of the problem/issue. This statement should indicate the specific

problem/issue that is being researched, in concise terms.

The purpose of the study. Here, you should detail what the study sets out to do, given the

problem/issue described. Some examples of purpose statements are as follows:-

The purpose of the study is to explore the impact of HIV related stigma on children in

Trinidad schools.

This study will investigate the ideologies of teaching and learning held by/espoused

by five beginning secondary school teachers.

Research questions/Hypotheses. These should emerge naturally from the statement of the

problem/issue and the purpose of the study. You should decide which of these two formats

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would best express what you are trying to find out. Research questions can be used for both

quantitative and qualitative studies. Hypotheses are usually generated for quantitative

studies.

CHALLENGES TO THE CONDUCT OF THE STUDY Often, there are factors that constrain a study and these should be described where appropriate. They may include:-

Limitations and risks. These are contextual constraints to the conduct of the study, for

example, (i) lack of access to relevant documents; (ii) time available for the conduct of the

study, particularly qualitative studies; (iii) difficulties with recruiting participants. Such

constraints may impact on the validity of the design and reliability of the findings.

Cost. All research entails cost. Where there is little/no funding available, the researcher may

be forced to alter intentions for the study and such actions should be clearly explained.

Delimitations. Typically, these are methodological and sampling limitations imposed by the

researcher, within which the study will be conducted, for example, Form 3 classes in St.

George East. These should be clearly described for quantitative studies only.

OPERATIONAL DEFINITIONS OF KEY TERMS Operational definitions can apply to both qualitative and quantitative research (e.g. for the purposes of this qualitative study of the educational needs of older people, `older’ will be defined as anyone over the age of 65). You should give short, concise definitions of the key concepts in the research, indicating how these concepts would be interpreted in the study. SIGNIFICANCE OF THE STUDY You should explain how your study would make a significant original contribution to the literature and/or to educational practice. LITERATURE REVIEW Present a short, exploratory report (not a list of topics!) of your preliminary survey of the literature relevant to your area of research. Your review should be a critical analysis of the literature and not an annotated bibliography. The report should include reference to literature that deals with your field of study (including up-to-date) accounts from contemporary work), as well as your proposed methodology. You will be expected to give a more comprehensive review of the literature in your final report/thesis. Please note that references to the literature are not confined to the literature review but should be woven throughout your research proposal where relevant. METHODOLOGY Give a clear account of how you intend to conduct the study. Where appropriate, you should make reference to the literature when describing your methodology. Your account should include, where appropriate, descriptions of:-

The rationale for the approach used (i.e., quantitative or qualitative), complete with

theoretical and philosophical underpinnings as appropriate.

The design of the study.

The sample/sampling procedures.

Methods of data collection.

Instruments to be used for collecting data.

Procedures for data analysis (e.g. axial coding, regression analysis using SPSS, etc.).

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You should make clear links between your research questions/hypotheses and your methods of data collection and data analysis. The table below might help you to do this:-

Research Question/Hypothesis Method of data collection Analytical procedure

TIMELINE Provide a Gantt chart to indicate your time allocation and milestones for the various components of the project. REFERENCE LIST All works cited in the proposal must be listed here with strict adherence to the APA guidelines. EDRS 6900: RESEARCH PROJECT THREE HARDBOUND COPIES MUST BE SUBMITTED BY MAY 30TH TOGETHER WITH A TURNITIN REPORT. Marking Guide for the M Ed Research Project – The Extended Literature Review

Abstract (4 mks) (up to 100 words)

Candidate provides: o A statement that presents the research problem/issue, how important it was to the

researcher, how it was reviewed, and what was found. (0-4 mks)

Background (6 mks)

Candidate provides o A background that presents:

the researcher’s own observations about the issue. (0-2 mks) sufficient relevant contextualization of the issue:

a summary literature review that sheds light on the issue and reveals gaps in our knowledge relative to the research problem/issue from, where relevant, global, regional, and local perspectives; may be interwoven with other material. (0-4 mks)

Statement of the Problem (5 mks)

Candidate formulates a statement of the research problem / issue that that arises from the ‘Background’. Candidate expands it by linking it to a need for the researcher and identified others to know / understand the issue better, or a need to clarify an issue in the literature. (0-5 mks)

Purpose of the Study, Research Questions/Hypotheses, Expected Outcomes (10 mks)

Candidate provides: o A purpose that is based on the statement of the problem and states in a general way

what the researcher intends to achieve by conducting the research. (0-3 mks) o Research Questions/Hypotheses that

stem clearly from the purpose and express different relevant aspects of it. Candidates should state which question(s)/hypothesis(ses) they selected for operationalization. (0-5 mks).

o Expected outcomes that speak to the utility of the paper given the findings. (0-2 mks)

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Literature Review (40 mks)

Candidate: o Explores all relevant aspects, focussing on reporting findings, methods/strategies,

and expert opinions. (0-15 mks) o Explains, illustrates, and critically analyses the findings, methods/strategies, and

expert opinions in sufficient depth. (0-15 mks) o Shows review to be helpful in grounding the literature in the research study, for

example, informing the methodology and/or data analysis and/or providing a theoretical framework. (0-10 mks)

Methodology (25 mks)

Candidate: o Describes the type of study and the design, and offers relevant justifications. (0-6

mks) o Describes the sampling procedure, profiles the participants, and provides relevant

justifications. (0-4 mks) o Describes the methods of data collection and the instruments where applicable, i)

linking them to particular research questions/hypotheses, ii) giving the ethical safeguards, including the ethical issues considered and the ethical procedure employed, and iii) providing relevant justification. (0-6 mks)

o Provides the processes/methods of data analysis in relation to the question(s)/ hypothesis(ses). (0-5 mks)

o Delimits the study and states the limitations. (0-2 mks) o Narrates their experience in conducting the literature review. (0-2 mks)

Discussion and Recommendations (10 mks)

Candidate: o Reprises the major findings of the literature review. (0-7 mks) o Makes recommendations in relation to such findings. (0-3 mks)

Penalties (–20 mks) Non-adherence to APA style (–5 mks)

Candidate: o Fails to cite properly within the text. (–0-1 mk) o Fails to follow conventions of referencing. (–0-2 mks) o Mismatches works cited within the text and works listed in ‘References’. (–0-1 mk) o Fails to follow conventions for tables and graphs. (–0-1 mk)

Deficiencies in Use of Academic English and Organization (–15 mks) Use of Academic English (–6 mks)

Candidate: o Makes grammatical errors. (–0-2 mks) o Makes punctuation errors. (–0-2 mks) o Produces sentences that are awkward and not fluent. (–0-2 mks)

Organisation (–9 mks)

Candidate: o Does not arrange the project into chapters and sections re the major components

and subcomponents of the study. (–0-2 mks)

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o Is not coherent within and across the chapters and sections. (–0-3 mks) o Does not develop paragraphs logically. (–0-4 mks)

Word limit 15,000 words (for chapters and sections).

Total: 100 mks = 100 % Marking Guide for the M Ed Research Project – Operationalization of Research Questions

Abstract (4 mks) (up to 100 words)

Candidate provides: o A statement that presents the research problem/issue, how important it was to the

researcher, how it was researched, and what was found. (0-4 mks)

Background (6 mks)

Candidate provides o A background that presents:

the researcher’s own observations about the issue. (0-2 mks) sufficient relevant contextualization of the issue:

a summary literature review that sheds light on the issue and reveals gaps in our knowledge relative to the research problem/issue from, where relevant, global, regional, and local perspectives; may be interwoven with other material. (0-4 mks)

Statement of the Problem (5 mks)

Candidate formulates a statement of the research problem / issue that that arises from the ‘Background’. Candidate expands it by linking it to a need for the researcher and identified others to know / understand the issue better, or a need to clarify an issue in the literature. (0-5 mks)

Purpose of the Study, Research Questions/Hypotheses, Expected Outcomes (10 mks)

Candidate provides: o A purpose that is based on the statement of the problem and states in a general way

what the researcher intends to achieve by conducting the research. (0-3 mks) o Research Questions/Hypotheses that

stem clearly from the purpose and express different relevant aspects of it. Candidates should state which question(s)/ hypothesis(ses) they selected for operationalization. (0-5 mks).

o Expected outcomes that speak to the utility of the paper given the findings. (0-2 mks)

Literature Review (12 mks)

Candidate: o Explores a minimum of three relevant aspects in separate sections, focussing on

reporting findings and expert opinions, on explaining or illustrating them where helpful, and on critically analysing them. (0-9 [3x3] mks)

o Shows review to be helpful in grounding the literature in the research study, for example, informing the methodology and/or data analysis and/or providing a theoretical framework. (3 mks)

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Methodology (25 mks)

Candidate: o Describes the type of study and the design, and offers relevant justifications. (0-6

mks) o Describes the sampling procedure, profiles the participants, and provides relevant

justifications. (0-4 mks) o Describes the methods of data collection and the instruments where applicable, i)

linking them to particular research questions/hypotheses, ii) giving the ethical safeguards, including the ethical issues considered and the ethical procedure employed, and iii) providing relevant justification. (0-6 mks)

o Narrates their experience in conducting the study over a timeline (e.g., how the study began, changes made along the way, hours spent in field). (0-2 mks)

o Provides the processes/methods of data analysis in relation to the question(s)/ hypothesis(ses). (0-5 mks)

o Delimits the study and states the limitations. (0-2 mks)

Data Analysis and Presentation of Findings (30 [15x2] mks)

Candidate o Provides an analysis of the data in relation to the different research

questions/hypotheses along the lines specified in the section on processes and methods of data analysis in the Methodology chapter: comprehensive analysis of the research question(s). (0-5 marks) presentation in suitable format (e.g., tables, graphs, narratives). (0-2 marks) support through appended evidence. (0-2)

o Provides the outcomes/findings/results in relation to each research question/hypothesis. (0-4 mks)

o Summarizes the outcomes/findings/results. (0-2 mks)

Discussion and Recommendations (10 mks)

Candidate: o Reprises the findings and discusses each in the light of the literature. (0-7 mks) o Makes recommendations that are linked to each finding. (0-3 mks)

Penalties (–20 mks) Non-adherence to APA style (–5 mks)

Candidate: o Fails to cite properly within the text. (–0-1 mk) o Fails to follow conventions of referencing. (–0-2 mks) o Mismatches works cited within the text and works listed in ‘References’. (–0-1 mk) o Fails to follow conventions for tables and graphs. (–0-1 mk)

Deficiencies in Use of Academic English and Organization (–15 mks) Use of Academic English (–6 mks)

Candidate: o Makes grammatical errors. (–0-2 mks) o Makes punctuation errors. (–0-2 mks) o Produces sentences that are awkward and not fluent. (–0-2 mks)

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Organisation (–9 mks)

Candidate: o Does not arrange the project into chapters and sections re the major components

and subcomponents of the study. (–0-2 mks) o Is not coherent within and across the chapters and sections. (–0-3 mks) o Does not develop paragraphs logically. (–0-4 mks)

Word limit 15,000 words (for chapters and sections).

Total: 102 mks = 100 %

TURNITIN INSTRUCTIONS Dear Postgraduate Student: This information can be found on MyeLearning

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THIS INFORMATION SHOULD GO ON THE COVER OF THE RESEARCH PROJECT

TITLE OF THE PROJECT REPORT (AT TOP OF PAGE AND ALL CAPITALS)

EDRS6900: Project Report Submitted in Partial Fulfilment of the Requirements for the Degree of

Master of Education (Concentration in Youth Guidance)

of The University of the West Indies

Author’s Name in Full (exactly as it is on file at the Registrar’s Office)

Year of Submission

Name of Supervisor Department of Faculty of Campus

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REGULATIONS GOVERNING THE CONDUCT OF THE PROGRAMME

1. Attendance The University regulations state: Any candidate who has been absent from the University for a prolonged period during the

teaching of a particular course for any reason other than illness or whose attendance at prescribed lectures, classes, practical classes, tutorials, or clinical instructions has been unsatisfactory or who has failed to submit essays or other exercises set by his/her teachers, may be debarred by the relevant Academic Board, on the recommendation of the relevant Faculty Board, from taking any University examinations. The procedures to be used shall be prescribed in Faculty Regulations.

The School of Education requires a 75% attendance. 2. Course assignments - Preparation

(i) All assignments must be typewritten on quarto-size sheets. (ii) All assignments must be done according to the APA format (See section on

presentation of written work). 3. Course assignments - Submission

(i) The lecturer concerned will set the submission date for course assignments in consultation with students.

(ii) All assignments must be submitted by the deadline date. (iii) In cases of extreme emergency, the lecturer concerned can give a short extension. (iv) Students must submit assignments to the postgraduate secretary. Students must sign

the record book and complete receipt slips (in duplicate) when submitting an assignment. The date of submission must also be stated.

(v) If an assignment is not submitted by the due date, the maximum mark it can receive when submitted is the lowest passing mark, that is, 50%.

(vi) All course assignments must be submitted before the respective examinations (vii) If a student does not submit the course assignment before the examination, such a

student would be debarred from writing the examination. 4. Coursework assignments - Grading Each assignment is marked by two examiners. The University’s grading scheme for work at

the postgraduate level is as follows:

Less than 50% Fail 50% - 59% B 60% - 69% B+ 70% and above A 5. Conduct and grading of the research project

At the beginning of the second year of the programme, each student will be asked to submit the title of the research project that he/she would like to undertake. Each student will then be assigned to a staff member with expertise in the particular area. The staff member will act as the student’s supervisor for the research project. Students are responsible for making regular contact with their supervisors to ensure that they receive adequate supervision in the research process.

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The grading scheme for the research project is identical to the grading scheme for course assignments. Each research project report is marked by the relevant supervisor and one other staff member.

5. Ethical considerations Students are expected to engage in fair practices while sitting examinations and when

preparing course assignments. The relevant university regulation is cited below:

Cheating is any attempt to benefit oneself or another by deceit or fraud. This includes any representation of the work of another person or persons without acknowledgement. Plagiarism is a form of cheating. Plagiarism is the unauthorized and/or unacknowledged use of another person's intellectual efforts and creations howsoever recorded, including whether formally published or in manuscript or in typescript or other printed or electronically presented form. Plagiarism includes taking passages, ideas or structures from another work or author without proper and unequivocal attribution of such source(s), using the conventions for attributions or citing (e.g. MLA; Chicago; ACS; AIP; ICMJE etc.) used in this University. Since any piece of work submitted by a student must be that student's own work, all forms of cheating including plagiarism are forbidden.

PRESENTATION OF WRITTEN WORK The School of Education requires that students use the format prescribed by the American Psychological Association (APA) in its Publication Manual (5th ed., 2001) for all written work. Guidelines for referencing and citation of literature within the text and in the reference list/bibliography are given below. However, since it is not intended to reproduce the Manual in this brief guide, students are urged to refer to the APA Manual for a comprehensive explanation of the APA style requirements. A. Text citations

When you quote or take ideas from authors, give the authors’ names and date of publication, and if you quote or cite a particular part, the page, page numbers, or chapter. Fit your citations neatly into your sentences. 1. When the names of the authors are part of the structure of the sentence, put the year of

publication, and page/chapter number if applicable, after the authors’ names, in parentheses, for example:

As Hirst and Peters (1970, p. 43) said, "development suggests irreversible changes, the direction of

which is characteristic of that which develops." 2. When the names of the authors are not part of the structure of the sentence, put the authors’

names, date of publication, and page/chapter number if applicable, in parentheses, for example:

Some people (e.g., Bantock, 1980, chap. 1) still see merit in the Renaissance ideal of education. 3. When you cite two works by the same author published in the same year, distinguish them by

a, b, etc., for example:

27

There is evidence (Hallam, 1969a, 1969b) that even at the age of 16 many pupils cannot understand the abstract terms used in the teaching of history.

4. Where you take a quotation from one author when quoted by another (referred to as a

secondary source), give the name of the original author and the details of where you found it, for example:

Progressive educators are apt to give vague statements of aims such as "Life is the trade I would teach him" (Bantock as cited in Rousseau, 1980, p. 43). However, in the reference list, you must only list the work by Rousseau, which is the work you saw. B. Quotations When you use direct quotations, they must be accurate, following the wording, spelling, and interior punctuation of the source. 1. When a quotation has less than 40 words, you should enclose it in quotation marks and

incorporate it into the structure of the sentence, as seen in the following example used earlier: Progressive educators are apt to give vague statements of aims such as "Life is the trade I

would teach him" (Bantock as cited in Rousseau, 1980, p. 43). 2. When you use a quotation that has more than 40 words, set it apart from the text (without

quotation marks), double spaced, in block format, with each line indented from the left margin, for example:

Joyce and Weil (1980) explained: A model of teaching is a plan or pattern that can be used to shape curriculum (long-term

courses of studies), to design instructional materials, and to guide instruction in the classroom and other settings. As we describe models and discuss their uses, we will find that the task of selecting appropriate models is complex and that the forms of ‘good’ teaching are numerous, depending on our purposes. (p. 1)

3. When there is a quotation within another quotation, use single quotation marks for the

quotation within the quotation. For example: Bantock (1980, p. 43) "but the principle behind the progressive view of the curriculum is

essentially that of the accidental: Rousseau wishes for an education that will be immediately useful – 'life is the trade that I would teach him.'"

C. References List in alphabetical order, by surnames of first authors, all works you have quoted or consulted. Note that a list containing only the items cited in your work is referred to as a reference list, while a list containing all the items you have consulted is referred to as a bibliography. Use double spacing. Italicize the titles of books, journals, etc., and indent the second and continuing lines 5 spaces from the left margin. The reference list/bibliography should not be divided into sections. All works, regardless of the number of authors, or whether they are books or articles, etc., must be placed in alphabetical order

28

of surname of author (personal or corporate) or editor. No separate listing should be made for books, articles, etc.

EXAMPLES OF REFERENCES IN APA STYLE (For use in bibliographies/reference lists)

Books, Reports, Theses, Conference Papers, etc. 1. Single Author Print Gift, S. (2008). Maroon teachers: Teaching the transatlantic trade in enslaved Africans. Kingston,

Jamaica: Ian Randle. Electronic Bond, G. (2004). Tackling student absenteeism: Research findings and recommendations for school

and local communities. Retrieved from http://www.hwllen.com.au/Text/ 1062829817063-3396/uploaded Files/1112325248500-2929.doc 2. Multiple Authors (a) Two authors Print Aupetit, S. D., & Jokivirta, L. (2007). Foreign education activity in Latin America and the Caribbean:

Key issues, regulations and impact. London: Observatory on Borderless Higher Education. Electronic Waldfogel, J., & Washbrook, E. (2010). Low income and early cognitive development in the U.K.

London, UK: Sutton Trust. Retrieved from http://www.suttontrust.com/reports/ Sutton_Trust_Cognitive_Report.pdf (b) More than two authors Lockheed, M. E., Harris, A. M., Gammill, P., Barrow, K., & Jayasundera, T. (2006). New Horizons for

Primary Schools in Jamaica: Inputs, outcomes and impacts (Rev. ed.). Washington, DC: Academy for Educational Development.

3. Anonymous Book – No Author/Editor Oxford dictionary of English (2nd ed. rev.). (2005). Oxford, UK: Oxford University Press. 4. Editor(s) or Compiler(s) (a) Christie, P. (Ed.). (2001). Due respect: Papers on English and English-related Creoles in the

Caribbean in honour of Professor Robert Le Page. Kingston, Jamaica: UWI Press. (b) Hall, K. O., & Chuck-A-Sang, M. (Eds.). (2007). The Caribbean integration process: A people

centred approach. Kingston, Jamaica: Ian Randle.

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5. Two or More Books by the Same Author

Campbell, C. C.(1996). The young colonials: A social history of education in Trinidad and Tobago,

1834–1939. Mona, Jamaica: The Press, UWI. Campbell, C. C. (1997).Endless education: Main

currents in the education system of modern Trinidad and Tobago, 1939–1986. Mona,

Jamaica: The Press, UWI.

6. Organization or Association as Both Author and Publisher

NIHERST. (2008). Survey of social sciences graduates 2007. Port of Spain, Trinidad: Author.

7. Translation

Vygotsk, L. S. (1962). Thought and language(E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: MIT Press. (Original work published 1934).

8. Work in Several Volumes

Husen, T., & Postlethwaite, T. N. (Eds.). (1985). The international encyclopaedia of education,

research and studies (Vols. 1-10). Oxford, UK: Pergamon Press. 9. Article or Chapter in Edited Work/Book

De Lisle, J. (2007). Thinking violent thoughts: Students’ attitudes to violence within secondary schools

in Trinidad and Tobago. In R. Deosaran (Ed.), Crime, delinquency and justice: A Caribbean reader (pp. 133–148). Kingston, Jamaica: Ian Randle.

10. Chapter in a Volume in a Series

Maccoby, E. E., & Martin, J. (1983). Socialization in the context of family: Parent-child interaction. In P. H. Mussen (Series Ed.) & E. M. Hetherington (Vol. Ed.), Handbook of child psychology: Vol.

4. Socialization, personality, and social development (4th

ed., pp.1–101). New York, NY: Wiley.

11. Entry in Encyclopedia

Print Bergmann, P. G. (1993). Relativity. In The new encyclopedia Britannica (Vol. 26, pp. 501-508).

Chicago, IL: Encyclopedia Britannica.

Electronic Welsh, J. A., & Bierman, K. L. (1998). Social competence. In Gale encyclopedia of childhood &

adolescence. Retrieved from http://findarticles.com/p/articles/mi_g2602/is_260000487/ 12. Government Publication Trinidad and Tobago. Ministry of Education. (2005). SEA report: Secondary Entrance Assessment

progress report. Port of Spain, Trinidad: Author.

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13. Article in Published Proceedings of a Conference/Meeting Lewis, T. (2008). Reconceptualising vocational education and training (VET) in Caribbean schooling. In

L. Quamina-Aiyejina (Ed.), Reconceptualising the agenda for education in the Caribbean: Proceedings of the 2007 Biennial Cross-Campus Conference in Education, April 23–26, 2007, School of Education, UWI, St. Augustine, Trinidad and Tobago (pp. 477–488). St. Augustine, Trinidad: School of Education, UWI.

14. Unpublished Paper Presented at a Conference/Meeting James, F. (2008, September). An exploration of school improvement theory and practice in secondary

schools in Trinidad and Tobago. Paper presented at the British Educational Research Association Annual Conference, Edinburgh, Scotland.

15. Technical/Research Report Print (a) National Institute of Mental Health. (1982). Television and behaviour: Ten years of scientific

progress and implications for the eighties (DHHS Publication No. ADM 82-1195). Washington, DC: U.S. Government Printing Office.

(b) Trinidad and Tobago. Cabinet Appointed Committee to Examine the Content, Organisation and Administration of Technical/Vocational Education in Secondary Schools. (1984). Report. Port of Spain, Trinidad: Government Printery.

(c) George, J. (2004). Lower secondary science teaching and learning: Teachers' characteristics and perspectives: Summary report. St. Augustine, Trinidad: School of Education, UWI.

Electronic Kutnick, P., Jules, V., & Layne, A. (1997). Gender and school achievement in the Caribbean (Education

Research Paper No. 21). Retrieved from http://www.dfid.gov.uk/pubs/files/genschoolcaribedpaper21.pdf.

16. Unpublished Doctoral Dissertation Fevrier, C. J. (2008). Creole English and Standard English in the formative years of schooling: A

journey into a St. Lucian classroom (Unpublished doctoral dissertation). University of Alberta, Edmonton.

17. Unpublished Master’s Thesis Mair, P-G. (2007). Process of change: Educators transforming language education in post-

independence Jamaica (Unpublished master’s thesis). University of Toronto. 18. Doctoral Dissertation from a Commercial Database Johnson, L. P. (2006). Development and implementation of a training curriculum for Caribbean HIV-

positive peer educators of HIV-positive clients. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database.

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19. Doctoral Dissertation From an Institutional Database Burskey, C. M. (2004). Assessment of the learning styles of students at the Eastern Caribbean Institute

of Agriculture and Forestry, Centeno, Trinidad and Tobago and identification of teaching methods used by instructors (Master’s thesis). Retrieved from https://eidr.wvu.edu/files/3313/Burskey_Cynthia_thesis.pdf

20. Doctoral Dissertation from the Web McAnuff-Gumbs, M. (2006). Understanding teachers' attitudes toward barriers to family-school

partnerships (Doctoral dissertation, Ohio University). Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/McAnuffGumbs Michelle.pdf?acc_num=ohiou

1135974372 21. Doctoral Dissertation Abstracted in Dissertations Abstracts International (DAI) Bogle, E. E. (1981). The English Literature syllabus prescribed by the Caribbean Examinations Council:

Historical development and critical assessment (Doctoral dissertation, Catholic University of America, 1981). Dissertation Abstracts International, 42(6), 2461A.

Periodical Articles 1. Journal Article With DOI

Roberts, V. (2001). Global trends in tertiary education quality assurance. Educational Management

Administration & Leadership, 29(4), 425–440. doi: 10.1177/0263211X010294004 2. Journal Article With DOI, more than seven authors

Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmerus, K., … Quinn, N. (2005).

Physical discipline and children’s adjustment: Cultural normativeness as a moderator. Child Development, 76(6), 1234–1236. doi: 10.1111/j.1467-8624.2005.00847.

3. Journal Article Without DOI

Print Kouwenberg, S. (2007). Bringing language awareness into the high school curriculum: The

opportunities offered by CAPE Communication Studies. Caribbean Journal of Education, 29(2), 206–221.

Electronic Junor Clarke, P. (2007). Exploring the use of computer technology in a Caribbean context: Views of

pre-service teachers. International Journal of Education and Development Using ICT, 3(1). Retrieved from http://ijedict.dec.uwi.edu/viewarticle.php?id=298

4. Magazine Article

Kandel, E. R., & Squire, L. R. (2000, November 10). Neuroscience: Breaking down scientific barriers to

the study of brain and mind. Science, 290, 1113–1120.

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5. Newsletter Article

James, M. (2003, November). New requirements for teaching service positions: Transition period in effect. TUTOR, p. 3.

6. Newspaper Article

Print Beddoe, I. B. (1987, October 29). Comprehensive approach to values of teaching. Trinidad Guardian,

p. 13. Online Thompson, K. (2008, February 18). Students’ absenteeism high. Jamaica Observer. Retrieved from

http://www.jamaicaobserver.com/news/132643_Student-absenteeism-high 7. Book Review

(a) Untitled review King, R. (1983). [Review of the book Training teacher-trainers and para-professional teachers].

Caribbean Journal of Education, 10(1), 93–98. (b) Review with title La Guerre, J. G. (1985). From slavery to nationalism [Review of the book Main currents in Caribbean

thought]. Social and Economic Studies, 34(3), 283–309. Selected References Publication manual of the American Psychological Association (6th ed.). (2010). Washington, DC: APA. APA Style.org Publisher: American Psychological Association URL: http://www.apastyle.org/ APA Formatting and Style Guide Publisher: Purdue Online Writing Lab (OWL) URL: http://owl.english.purdue.edu/owl/resource/560/1/ APA Reference Style Guide Publisher: Prof. Mike Strahan, Northern Michigan University URL: http://library.nmu.edu/guides/userguides/style_apa.htm 6 APA Style: The Social Sciences Publisher: dianahacker.com URL: http://www.dianahacker.com/resdoc/p04_c09_o.html

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SUPPORT SERVICES AT THE SCHOOL OF EDUCATION THE LIBRARY The Education Resource Library was created in l973. It contains a comprehensive collection of material in the field of education, with growing emphasis on Caribbean publications. The collection numbers approximately 25,000 items consisting of books, monographs, reports, newspaper clippings, theses, and government documents. Some of the services offered are: (i) Bibliographic searches (ii) Printing / Photocopying (iii) Lists of new acquisitions (iv) User orientation (v) Information Centre (vi) Book loans (vii) Assistance in using materials (viii) Information Literacy instruction The Library serves the staff and students of the School of Education, staff and students of the wider university community, planners and researchers of the Ministry of Education and other persons whom the Faculty may deem eligible. The Library also plays an integral part in the teaching and research programmes undertaken by the Faculty through the acquisition and dissemination of published material. The use of the School of Education Library will be governed by the General Regulations for the use of the Alma Jordan Library at St. Augustine, except where specifically stated below. Readers are requested to familiarise themselves with both sets of rules. Rules for use of School of Education Library The Library endeavors to maintain an atmosphere that is conducive to learning and research. For this reason users are expected to conform to certain standards of conduct to maintain the use and enjoyment of the Library by others. The following conduct is to be observed within the Library:

The University requires that students display ID cards at all times. All library users must comply with this rule.

Quiet shall be observed at all times

The following are not permitted in the Library o Children o Umbrellas o Bags o Food and drink o Use of cellular phones o Offensive or obscene language or actions o Solicitation or selling of any kind o Theft, mutilation or defacement of library property o Removal of any library property without the authorization of library staff or through the

library’s lending procedures o Entering a non-public area without permission of the library staff

The Library is a smoke-free area and smoking is strictly forbidden

Copyright regulations must be adhered to

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Books, periodicals, etc. taken from shelves and used in the Library should be left on the tables after use and NOT replaced on the shelves.

Users leaving the Library must show all books, folders, periodicals, papers, etc. to the security staff. Users may also be required to open for inspection any receptacle carried out of the Library.

Any other behavior that interferes with the right of others to enjoy and use the Library is not permitted

All members of the Library and security staff are empowered to require users to comply with these rules.

The Librarian shall at all times have authority to maintain good order in the Library and may exclude from it or suspend from its use any user who breaks these rules.

Persons who infringe on library rules may have their loan and computer privileges suspended upon the discretion of the Librarian. LOANS Loans are allocated to registered library users as indicated below: UWI Academic Staff 15 items UWI Administrative, Technical & Support Staff 2 items UWI Postgraduates 14 items UWI Undergraduates 12 items Open campus Students 8 items Alumni Reading/Reference CIRCULATION PERIODS, RENEWALS AND LIMITATIONS General Collection items are loaned for two (2) weeks to UWI students and one (1) month to Academic staff. Any item may be renewed for one (1) week providing that there are no requests for that particular item and the item is not overdue. In addition, an item can only be renewed once. Renewals can be done in person or via the telephone at 662-2002 Ext. 83718. Reserve items are normally loaned for three (3) hours in the case of single copies, and in cases where there are multiple copies, three (3) days. Students from Tobago will be loaned Reserve items for seven (7) days. Reserve items will not be renewed. Items housed in the West Indian Collection cannot leave the library. However, specially selected items will be loaned for three (3) days. School of Education’s Academic staff are allowed to borrow periodical items for one (1) week. All other patrons are only allowed reading and reference of periodical items. Borrowers are requested to examine all materials thoroughly and report all damages, discrepancies and irregularities to the Library staff on duty. All material loaned are subject to recall by the Librarian at any time. RETURNS Items must be returned to the Circulation Desk during the library’s opening hours. When the library is closed, items can be returned to the Overnight Book Deposit outside the library. These items are cleared the following morning. OVERDUE NOTICES Users are responsible for returning all Library material by the due date and are subject to all fines incurred. Courtesy and overdue notices are periodically emailed to the student’s UWI email account. Users are responsible for notifying the Library of any address changes in order to receive courtesy notices.

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FINES The fines for late return of books from the General Collection is one dollar ($1.00) for each day the item is overdue. The fine for late return of materials from the Reserve Collection is one dollar ($1.00) per hour during the library’s business hours. The fines levied above shall not exceed five hundred ($500.00) per item. Users with fines of $1.00 or more are automatically blocked from borrowing. Damage of Library material on loan to a reader should be reported immediately. The reader must pay the current cost of replacing a lost or seriously damaged book or other item, in addition to any fine which he may have incurred prior to reporting the loss or damage. If after due notice, a fine or replacement cost of item has not been paid, the Librarian is authorised to request the

Bursar to arrange for the amount of the fine to be recovered by the University. Borrowing privileges will also

automatically be suspended.

All registered students are also entitled to use the Alma Jordan Library. University identification cards must be

presented.

PRINTING AND PHOTOCOPYING Four (4) print/copy machines are available in the library. They are self-service machines, which are operated by Smart ID Cards. Paper Cut Copy cards are also on sale at the Circulation Desk. Library users wishing to print from a flash drive also have access to a stand-alone computer/printer station. External library users are required to purchase a Paper Cut card and units to be able to use the print station. The Paper Cut cards are paid for and activated at the circulation desk. The cost of printing/copying is $0.25 per page for black and white and $4.00 per page for color. Students’ accounts will be set up on their Smart ID cards. They can add money to their accounts as needed. However, unused funds cannot be refunded. INFORMATION CENTER The Library has eight (8) computers available for students’ academic use in the Information Center. These computers provide access to the Internet and to specialized databases and electronic journals via UWI Linc. They are equipped with the Microsoft Office suite and EndNote. Use of a computer is limited to 45 minutes when students are waiting. WIRELESS ACCESS The Library has Wireless Access Points distributed throughout the reading room. Patrons with wireless devices may join The UWI’s open network. The Library Assistant Grade 7 can provide assistance on connecting devices. POST GRADUATE ROOM The Library has a study room reserved for postgraduate students. The room can also be used as a seminar/training room.

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CARIBBEAN EDUCATIONAL RESEARCH INFORMATION SERVICE (CERIS)

CERIS is an information service of the School of Education. It provides access to information on education in the English-speaking Caribbean.

Services Online access to databases on education in the English-speaking Caribbean:

o CVTLIB - Full text database

o CEDBIB - Bibliographic database

o MEDPRA - Educational studies database

Reference services

Editorial and publishing services

Information literacy training

Clients All services are available to the staff of the School of Education

All services, except editorial and publishing services, are available to students of the School of Education

Online access and reference services are available to

o Staff and students of all tertiary institutions in the Caribbean who are engaged in research on the education systems of the region

o Researchers, planners, and policy makers of the Ministries of Education in the region

o Private researchers in the region

o Educational practitioners in the region

o All other persons and institutions interested in the development of the education systems of the English-speaking Caribbean.

ACADEMIC SUPPORT/DISABILITIES LIAISON UNIT (ASDLU)

“Creating A Campus Without Barriers” Academic Support Services for Students

The Unit was established in 2006 to ensure that no student is left behind. It has become the first and

most important stop for high quality academic support for the diverse populations of students

throughout the University including full-time, part-time and evening students and international

students, but especially students with disabilities.

~Providing Support for All Students~

The functions/operations of ASDLU are twofold:

1. Providing academic support to students of The UWI, St. Augustine at all levels of their

academic career.

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2. Providing and ensuring equal access (infrastructure/academic) to all students who enter the

University system with a disability.

~ Academic Support for All Students ~

Educational Assessment

Time Management

Examinations Strategies

Workload Management

Academic Workshops

Career Planning

Study Skills

Tutoring

Extended working hours – Evening University Students

~ Students with Disabilities ~ (Temporary and Permanent)

Provision of Aids and Devices

Liaison with Faculties and Departments

Special Accommodations for Examinations

Classroom Accommodations

Academic Support

CONTACTS: Address: Academic Support/Disabilities Liaison Unit Quadrangle – South of the Alma Jordan Main Library The University of the West Indies St. Augustine

Tel: 662-2002 ext. 3866, 3923, 4254 Fax: 662-2002 ext. 3922 Ms. Jacqueline Huggins – Co-ordinator, ASDLU: 662-2002 ext 3921 Email: ASDLU.Office@sta.uwi.edu Website: www.sta.uwi.edu/asdlu

HOURS OF DUTY:

Mondays, Wednesdays and Fridays 8:30a.m.-4:30p.m. Tuesdays and Thursdays 8:30a.m.-6p.m. (Late hours to accommodate Part-Time and Evening University Students)

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Tel. Extensions Members of Staff

82119 83826 83823

82227 82227

Dr. Jennifer Yamin-Ali, Director, School of Education Dr. Susan Herbert, Chair, Subcommittee for Graduate Studies and Research Dr. Phaedra Pierre, Coordinator, Concentration in Youth Guidance

Programme Ms. Rena Sookdeo, Administrative Assistant, Postgraduate Programmes Mr. Maurice Iton, Clerical Assistant

Course Lecturers

Course No. Name of Lecturer

83820 EDRS6208 Dr. Madgerie Jameson

83958 EDFA6207 Dr. Stephen Geofroy

83823 EDPS6209 Mr. Alvin Stewart

83982 EDRS6210 Ms. Sharmila Harry

83900 EDGC6211 Dr. Madgerie Jameson

83823 EDGC6212 Mr. Alvin Stewart

EDGC6214 Ms. Darlene Smith [Part Time Lecturer]

83405 EDSE6001 Dr. Elna Carrington-Blaides

EDRS6900 supervisors to be appointed

83709 Print Room

83339/83718 Library