2B
EDUCATION DETAILS
2003 – Present Visiting Professorship to numerous universities: Alaska, Australia, Barbados, Belize, Canada, China, Denmark, Germany, Guyana, Greece, Iceland, India, Jamaica, Singapore, South Africa, Sweden, Tasmania, United Kingdom, USA, Zambia,
Courses included: Management, Governance, Administration, Leadership, Mediation, Negotiating, Technology applications, Teaching and Leading, Assessment, Measurement, Emotional Intelligence, Animation, Multivariate Statistics, Software applications, Philosophy, Professional Development , Effective Communication, International Education, Human Development, Conflict Management, Handling Diversity, Leading Change, Goal Setting, Blended Learning, Postgraduate Supervision, Mentorship, etc.
2002-2003 The Pennsylvania State University USA
Fulbright Hubert H. Humphrey Fellow
Courses included: Understanding and Valuing Diversity, Applying Mediation Skills to Conflicts at Work and Home, Healing in the workplace, Seven habits of highly effective people, American Culture and Society, International Organization Management, Governance and Management, Appreciative Inquiry, Grant Proposal Writing, Critical Thinking (American Management Association-AMA), Processing Oral Communication, Group Problem Solving, Communicating Assertively, Essentials of Teamwork, Leading Teams, Pt. 1 & 2, Conflict in Teams, Negotiating through Conflict, Meeting Management, Handling Negativity, Memory Power, Continuous Quality Improvement Parts I, II, III, Creativity Power, Managing Your Professional Development Plan, Managing Projects Part I, II, Leading Change Part I, II, Thinking Power, Accelerated Group Planning, Project Proposal Writing, Understanding and Valuing Diversity, Applying Mediation Skills to Conflicts, Healing in the workplace, Multicultural Education, Setting and meeting international goals, Events Management, Resume Preparation, Research Proposal Writing, Learning Processes in Educational Practice, Testing, Innovation and Learning, Ethics, International Education (IIE),Individual Differences, Philosophy of Science, Social Cognition (The Self), Educational Measurement, Program Evaluation, Systematic Instructional Development, Advanced Multivariate Statistics, Educational Theory and Practice, Bayesian Analysis and Computation, Applied Stochastic Processes.
Social Psychology, Personality Theory, Clinical Psychology, Clinical Child Psychology, Measuring Human Development, Personnel Selection App., Advanced Qualitative Methods, Adult Learning, Data Analysis II, Design and Construction of Measurement Instruments, Advanced Multivariate Statistics (Structural Equation Modeling), American Education System, United Nations Organization, White House Tours: Washington DC, USA. Visits to Association for Supervision and Curriculum Development (ACSD):VA,USA, American Educational Research Association (AERA) & Academy for Educational Development (AED): Washington DC, USA, Tuscarora Intermediate Unit, South Hills School of Technology: PA, USA, etc. Microsoft Software Applications: Windows XP, Microsoft Word, Excel, Power Point, Access, Publisher, Schedule +, Internet Explorer, Information Technology Concepts, Networking Concepts, Windows NT and File Management, Presentation Skills, Lotus Notes, Internet, Eudora 5.1, Dreamweaver 1 and 2, Flash, Photoshop, Adobe Acrobat, Java Script. Valedictorian.
1999-2004 University of the West Indies (UWI), BARBADOS in collaboration with OISE, University of Toronto, CANADA
Ph.D. Psychometrics/Statistics
Thesis title: ‘Self Assessment and Academic Achievement’
ABSTRACT
Self assessment (SA) was defined as ‘the involvement of students in identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards’ (Boud, 1986). A candidate’s performance in the 2001 Caribbean Examinations Council examinations measured academic achievement. This study attempted to determine whether students trained in SA skills performed better academically than untrained students.
The sample comprised 515 students, representing over a quarter of the year cohort in Barbados in the West Indies. An experimental group (256 participants) received formal training in SA skills for three terms of an academic year. Treatment groups were selected by tossing an unbiased coin. Records of student performance in identical teacher made tests in the previous four years indicated non systematic selection of superior classes.
A sample of ten high school teachers represented top, middle and bottom levels of academic achievement in national examinations. The researcher trained teachers to train their students in how to develop SA skills using twelve modules. This information was shielded from teachers working with control groups for experimental integrity protection. SA profile 1 was the covariate in a posttest only control group experimental research design within a randomised block design. SA profile 2 attempted to measure SA skills of the treatment groups.
An anti intellectual disposition and a social and family commitment component comprised SA. A ten point SA profile was identified. There was a significant difference in academic achievement of treatment groups, favouring the experimental group. A mixed methods approach (quantitative and qualitative analysis) showed that SA may better be assessed by observation techniques through authentic, performance and portfolio assessment rather than through pencil-and-paper tests. Recommendations arising from results of the present study were proposed and relevant areas for future research identified.
Courses included: Educational Planning and Policy, Management and Supervision, Strategy Implementation and Organizational Change, Quality Management, Applied Dual Scaling, Advanced Multivariate Analysis with applications, Data Analysis in Education, Instrument Development in Education, Applied Psychometric Methods, Test Theory, Item Response Theory (IRT), Structural Equation Modeling, Generalisability Theory, Factor Analysis, Policy Analysis, Outcomes-based Learning, Experienced based Learning, Program delivery and evaluation, Application of reflective practice, Obtrusive and non obtrusive methods of observation, Risk Analysis, Conflict resolution, Grounded theory, Teamwork theory, Project Management, XB organizational learning: an experimental approach. Statistical Software Applications: SPSS, SAS, DUAL3, NOHARM, MULTILOG, AMOS.
Research award from Applied Psychological Measurement (APM), USA; Award of Ph.D. Research Fellowship, UWI, Vice President of Cave Hill Association of Post Graduate Students (CHAPS), UWI.
1992-1998 University of the West Indies (UWI) TRINIDAD
MPhil. Education
Thesis title: ‘Work and the Business Management Technicians from State-run Technical Institutes in Trinidad and Tobago’
ABSTRACT
In attempting to determine how Business Management Technicians from State-run Technical Institutes fared on the Labour Market the study found its genesis. Semi-structured interviews, opinionnairs, academic records and a mailed questionnaire were the survey instruments utilised for data collection.
Pertinent criteria called Dependent Variables examined were: Time taken to obtain present job, Job Relatedness, Job Preparedness, Job Satisfaction with kind of work done, physical work environment, salary received and career opportunities, Job Stability, Academic Aspirations, Recommendations for improvement of the present job and finally Future Area of specialisation.
The action and interaction of Independent Variables as they impinge on the above mentioned Dependent Variables were carefully examined. Independent Variables included for example Age Cohort, Sex, Present Job Status, etc. A total of 35 variables was used as the basis for the statistical analysis. Varying significant relationships were noted amongst the variables taken n at a time.
Arising from the analysis, pertinent recommendations were made including the integration of Computer applications to the Business Management programmes offered at State-run Technical Institutes, the establishment of a State-run Technical Institute in Tobago to meet the needs of the nationals there, the proper nationwide recognition of the role of the technician in our present society and as such the incorporation of incentives for mastery at that level without necessarily seeing the urgency to be certified with a university degree.
Recipient of UWI graduate scholarship, Educators Long Service Award, National Award for Outstanding Practising Educator in Trinidad (Ministry of Education/UNESCO).
1989- 1992 University of the West Indies (UWI), TRINIDAD
MEd. Measurement and Evaluation
Thesis title: ‘Additional Mathematics as a predictor of success for Advanced Level Mathematics at Cambridge General Certificate of Education (GCE)’
Recipient of American Development Bank graduate scholarship
ABSTRACT
Additional Mathematics, a two year course which commences at the Form 4 Level of secondary school has been viewed as a pre-requisite for Advanced level Mathematics at Form 6. The study seeks to investigate the extent to which this is responsible. A sample of 177 students of a seven year government, co-educational secondary school with a broad-based curriculum and which has a wide catchment area for intake was chosen. Within the sample, sub-sample A represents who studied both Additional and Advanced Level Mathematics while sub-sample B represents those who did not tale Additional Mathematics before attempting Advanced Level Mathematics. Both groups attempted Caribbean Examinations Council (CXC) Ordinary Level General Proficiency mathematics. Sub-sample A comprised 160 students and sub-sample B 17 students.
Instruments used for the study were semi-structured interviews with school personnel, school examination records and opinionnaires to content specialists. Results showed high validity and reliability of the three examinations used in the study. Levels covered in the cognitive domain, verbal content, pure and applied components and the traditional and modern approaches to the subject have been discussed. Grades used were quantified by a numerical scale.
Findings suggest additional Mathematics a better predictor of success at Advanced Level (A Level) Mathematics than CXC Ordinary Level (General Proficiency) with the Comprehension Profile of the latter making the greatest contribution. Mean grades of males suggested better performance than females, although there is a steady increase in the number of successful female students who wrote the examination. This, Additional Mathematics as a prerequisite for Advanced Level Mathematics appears to be reasonable.
Courses included: Philosophy of Education (Philosophical Theories, Works of selected Philosophers), Sociology of Education (Theories in Sociology, Sociology and the School, Works of selected sociologists), Psychology of Education, Educational Technology, Research Methods, Administration and Organisational Theory, Introduction to Educational Measurement, Measurement and Evaluation, Design and construction of measurement instruments, Assessment Strategies, Applied Psychometric Methods, Curriculum Theory, Design and Implementation, Evaluation of Educational Systems, Management and Supervision.
Project-Based Learning (PBL), Service Learning: National Examinations Council Workshop on Methods and Procedures for Marking; Nursing Measurement Workshop; Nursing Evaluation Workshop; Ministry of Education Item Writing Workshop -- Tobago; Ministry of Education Item Writing Workshop -- Trinidad South (San Fernando); Ministry of Education Item Writing Workshop -- Trinidad North (Valsayn Teachers' College); Instructional Objectives and evaluations for Standard 3 examinations developed for the Ministry of Education in Language Arts, Writing, Maths, Science, and Social Studies.
1986-1989 Trinity College of Music ENGLAND
Certificates To Grade 7 Music Theory (Distinctions), Recorder (Chinaleong’s Music School, TRINIDAD), Piano (Strachen Music School, TRINIDAD), Steel Pan (Simple Song Steel Orchestra, ARIMA, HCC Steel Orchestra, TRINIDAD), guitar (University of Technology, JAMAICA), Jazz Music enthusiast.
1981- 1982 University of the West Indies (UWI) TRINIDAD
Postgraduate Dip Ed. Mathematics Pedagogy (Distinction in Theory & Practice of Education)
Thesis title: ‘Spatial Ability and Development of the Individual’
ABSTRACT
This is an attempt to develop a rationale for a new look at the total development of the individual with respect to spatial awareness. This rationale is supported by a review of the relevant theoretical and empirical work done in the field. The nature of Spatial Ability and its influence on the individual from childhood to adulthood are explored in an attempt to underscore its importance in total human development. Spatial Ability was examined in areas such as learning, memory, reading, drams, dance, arts, crafts and mathematic performance. The all-pervasive variables of age, sex and environment are explored. Finally, the school curriculum in Trinidad and Tobago was critically examined to ascertain the extent to which the present system encourages the development of Spatial Ability. Suggestions are made for its deliberate incorporation at all levels in the schools’ curriculum. It is hoped that teachers will develop new insights in this neglected area of individual development.
School Study
Investigation of some basic mathematical skills needed for jobs chosen by 5 th and 6 th formers of St. Augustine Girls’ High School
ABSTRACT
This seeks to give some insights into one of the major problems facing developing countries-output of the educational system in respect of development which incidentally lay hold different meanings for different countries (Bacchus, 1978). Twenty four Mathematical skills were identified using replies obtained from a non-ransom selection of hiring officials. Fifth and sixth formers of St. Augustine Girls’ High School used the list to indicate those skills need for the job chosen immediately on leaving school, those already acquired and the level of such skill acquisition. With the use of a number of statistical tests it was found that the Mathematical skills listed appeared to be basic Mathematical skills needed for any of the jobs chosen by students. There appeared to be a greater emphasis on computational skills as compared to measuring, geometrical of problem solving skills. It was observed that students felt that they had acquired most of the needed skills ns this was done primarily at the lower secondary level (Forms 1-3).
Curriculum Report
Meaningful Leering Through the use of Instructional Aids and Activities Using the Topic: Finding the Subject of a Formula
ABSTRACT
This project was born out of a need since it was found that a group of second formers who had been exposed to teaching involving the use of that text book and the chalkboard only experienced a number of problems when finding the subject of a formula. Basic concepts of equality and performance of operations on both sides of an equation had not been grasped. Underlying all these errors, there seemed to be the feeling that whenever a term was ‘moved from one side of the equation to the other side’ there had to be a sign change even if the term was being multiplied or divided. A negative attitude towards errors made also contributed to the problem. Errors were considered as simple omissions or a mere oversight on the part of the students. This was revealed in statements like. ‘Oh it was just a little error’, ‘I forgot the brackets’ or ‘I left out the minus sign’ or ‘Dear me, I didn’t remember to square the 3s too’. Compartmentalisation of knowledge was another issue. Students could not see that finding an unknown in terms of others was exactly the same as making the unknown the subject of the formula. This body of knowledge could not be connected with the principle of substitution or replacement which occurs so often in other subjects like Geography, General Science or Commerce. In an attempt to minimise these problems this project sought to make learning a meaningful experience through the use of a variety of instructional aids and activities. These included the use of teacher and student Poster Board Balances, Flash Cards, Overhead Projector, Tape recordings, indoor and outdoor activities and games.
Courses included: Philosophy, Psychology and Sociology of Education, Instructional Aids, Management and Supervision, Teaching and Learning, Curriculum implementation, Assessment strategies, Mathematics Education.
1981-1982 UWI/University of Manitoba TRINIDAD/CANADA
Certificate of Participation in The Teaching of Reading
1977-1979 University of the West Indies (UWI) TRINIDAD
MSc. Statistics
Thesis title: ‘Time Series analysis of rainfall of Trinidad: 1952-1978’
ABSTRACT
This study sought to analyse rainfall data from Trinidad for the period 1952-1978 in an attempt to identify the nature of the phenomenon represented by the sequence of observations and forecast or predict future rainfall readings. Accordingly, the pattern of observed time series data was identified and more or less formally described. With an established pattern interpretations were made and integrated with other data like seasonal issues. Extrapolations for predictions of future events were made.
Courses included Advanced Theory of Statistics and Statistical Inference, Probability Theory, Measure Theory, Decision Theory, Renewal Theory, Applied Time Series Analysis, Stochastic Processes, Bayesian Analysis, Applied Statistics, Applied Multivariate Statistics.
1972-1975 University of the West Indies (UWI) TRINIDAD
BSc. (Hons.) Mathematics, Physics (majors), Chemistry, Computer Science (minors)
Project title: ‘Design and Construction of Field Strength Meter’
ABSTRACT
A Field Strength Meter (FSM) was designed to measure the strength of radio signals indifferent parts of Trinidad and Tobago. The device was able to detect very low intensity signals because of the high sensitivity carefully taken into account in its design. A very high Q coil neatly wound onto a ferrite rod about 18 cm. long was connected in series with a small tuning capacitor. Voltages across the capacitor were read into the input of a buffer of Zin in excess of 400 M ohms and input capacitance < 1 pF. Signals led into a monolithic operational amplifier (741 micro Amps) which was checked for maximum performance. A two stage stabalised bias amplifier made use of high performance BC 109 transmitters with typical current gains of the order of 300 Diodes (OA10) of low cut in voltage ( Vr = 0.2 V) form the rectifying circuit. Leads securely fastened were kept as short as possible in order to reduce oscillation produced in feedback loops. The device was powered by four 9V PP9 Exide (Dry Max) Metal Clad batteries connected in series and held in a rigid support. Signals were recorded on a microammeter which led from the rectifier. There was full scale deflection (0 – 250 micro A). The entire device was shielded by use of aluminum foil. Radio station frequencies in the range 400 KHz-1000KHz. were tunable. The rectified output was capable of driving an earphone. Rapidly varying waveforms were monitored onto a Tektronics Type 453 Oscilloscope.
Courses included:
(1) University courses: Use of English; Development of Civilisation; History of the Caribbean (2) Core courses: Real and Complex Numbers, Logical Reasoning, Inequalities, Sequences, Binary Relations and Operations, Solid Geometry, Vectors, Differential Equations, Optimisation, Linear Programmiing, Statistics, Probability, Numerical Analysis, Set Theory, Statistics, Computer Science, Boolean and Linear Algebra, Organic Chemistry, Inorganic Chemistry, Physical Chemistry, Electronics, Electromagnetism, Optics, Modern Physics, Solid State Physics, Atomic and Nuclear Physics, Spectroscopy, Acoustics, Mechanics, Wave Motion, Sound, Quantum Mechanics, Lasers, Heat and Thermodynamics; Recipient of Trinidad and Tobago Government Scholarship
1968-1971 Matriculation for University TOBAGO
14 GCE Ordinary Levels: Mathematics, Additional Mathematics, Higher Mathematics (A/O), Health Science, Logic, Physics, Biology, English Language, English Literature, Spanish, Human Anatomy & Hygiene, Bible Knowledge, Health Science, History
4 GCE Advanced Levels: Pure Mathematics, Applied Mathematics, Zoology, General Paper(A/O)
Outstanding Student (secondary school) Award; Most Ordinary Level subjects (GCE) Award; Advanced Level Mathematics (GCE); Visual Arts Award.
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