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70 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Jenkins, K. (1995). On ‘What is history’: from Carr and Elton to Rorty and White. London: Routledge. Munslow, A. (2006). Deconstructing history. Second edition. London: Routledge. Phillips, I. (2008). Teaching history: developing as a reflective secondary teacher. Los Angeles: SAGE. Portal, Q.C. (Ed.). (1987). The history curriculum for teachers. London: Falmer Press. • Social Studies Bragaw, D. (1996). The social studies: the civic process. In Social Science Education Consortium. Teaching the social sciences and history in secondary schools: A methods book (pp.10-36). Long Grove, Illinois: Waveland Press. Collins, P. (2004). (Ed.). Caribbean civilization: Course material. Barbados: U.W.I. (Distance Education Centre). Griffith, A., & Barth, J. (2006). Social studies curriculum and methods for the Caribbean. Jamaica: U.W.I. Press. Honychurch, L. (2006). The Caribbean people 3. (3 rd ed.). Cheltenham: Nelson Thornes. Mohammed, J., & Keller, C. (2004). The Social studies for a postmodern age. Caribbean Curriculum, 11, 57- 69. Mohammed, J., & Keller, C. (2009). The problem of generating a genuine social studies. Caribbean Curriculum, 16(1), 57-70. Singleton, L. (1996). Teaching strategies. In Social Science Education Consortium. Teaching the social sciences and history in secondary schools: A methods book (pp.342-389). Long Grove, Illinois: Waveland Press. Singleton, L. (1996). Using instructional materials. In Social Science Education Consortium. Teaching the social sciences and history in secondary schools: A methods book (pp. 390-407). Long Grove, Illinois: Waveland Press. Singleton, L. (1996). Classroom assessment. In Social Science Education Consortium. Teaching the social sciences and history in secondary schools: A methods book (pp. 408 - 433). Long Grove, Illinois: Waveland Press. Senesh, L. (1966). Organizing a curriculum around social science concepts. In I. Morrissett (Ed.), Concepts and Structure in the new social science curricula (pp. 21-38). New York: Holt, Rinehart and Winston. Sunal, C.S., & Haas, M.E. (2008). Social studies for the elementary and middle grades: A constructivist approach. (3 rd ed.). Boston: Pearson. Winch, P. (2008). The idea of a social science and its relation to philosophy. London: Routledge. • Caribbean Studies Mohammed, J. (2007). CAPE Caribbean Studies: An interdisciplinary approach. Oxford: MacMillan Caribbean. Hillman, R., & D’Agostino,T. (Eds.). (2003). Understanding the contemporary Caribbean. Kingston, Jamaica: Ian Randle. Barrow, C. (Ed.). (1998). Caribbean portraits: Essays on gender ideologies and identities. Kingston, Jamaica: Ian Randle. Moran, J. (2001). Interdisciplinarity: The new critical idiom. London: Routledge. Weingart, P., & Stehr, N. (Eds.). (2000). Practising interdisciplinary. Toronto: University of Toronto Press. Jacobs, H.H. (Ed.). (2004). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision & Curriculum. • Sociology Mc Kinney, C., & Heyl, B. (2009). Sociology through active learning: Student exercises. Thousand Oaks, CA: Sage. Fowler, L. (2006). Introduction to sociology group activities workbook. Florence, KY: Wadsworth Publishing. Greenwood, N. (2011). First contact: Teaching and learning in introductory sociology. Lanham, MD: Rowland and Littlefield Publishers. • Geography Arends, R.I. (2004). Learning to teach. (6 th ed.). New York, NY: McGraw-Hill. Fien, J., Gerber, R., & Wilson, P. (Eds.). (1989). The geography teacher’s guide to the classroom. The Macmillan Co. of Australia. Graves, N.J., (1982). New UNESCO source book for geography teaching. Essex, UK: Longman, The UNESCO Press. Morgan, J.M., & Lambert, D. (2005). Geography: Teaching school subjects 11-19. Oxon, UK: Routledge. Sibley, S. (2003). Teaching and assessing skills in geography. Cambridge, UK: Cambridge University Press. (Endnotes)
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Regulations Governing the In- Service Diploma in Education Programme 1. Admission All relevant General Regulations of The University of the West Indies Board for Graduate Studies and Research shall apply. The general prerequisite for entry into the Diploma programme is a Bachelor’s degree. All entrants must be practising teachers in secondary schools. 2. Duration The Diploma programme will begin in late July and continue throughout the ensuing academic year. Students attend full-time classes during the July-August session and the December and Easter vacation periods. They also attend classes on Fridays, or as otherwise stipulated and approved of by the Ministry of Education during the semester, with supervision of practical teaching by tutors in their schools. 3. Programme Delivery and Academic Supervision The Programme Coordinator is responsible for Delivery of the programme. The programme will be implemented through: a. Weekly sessions during the school year and daily sessions in vacation periods, which take the form of: Lectures, discussions - work groups Presentations - group and individual Demonstration lessons, micro teaching Engagement through audio and video resources, etc. b. Field Practice: Throughout the year, groups will visit schools to observe, teach, and evaluate lessons. c. School Practice: Tutors will visit students in their schools for the purpose of observing their teaching and offering individual advice and instruction. This is seen as a collaborative activity aimed at improving classroom practice. 4. Attendance Successful completion of the programme is premised on regular and punctual attendance at all scheduled sessions. Registers of student attendance are kept. Students should note that: a. The University requires regular attendance (a minimum of 75%) as a condition for the award of the diploma. b. In accordance with the conditions for student release by the Ministry of Education, non-attendance at any session will be regarded as absence from school. Students will be required to apply, in their respective schools, for official leave for such non-attendance. 5. Credits Candidates are required to pass examinations and coursework as follows: Courses: 20 Credits Practicum: 10 Credits TOTAL 30 Credits 6. Assessment Assessment will take place throughout the programme. Student performance will be assessed by a variety of means, which may include group or individual tasks, oral or visual presentations, journals, media products, written assignments, examinations, and school practice. Students will be required to submit a portfolio, which should include media projects, assessment projects, and a record of classroom practice. The portfolio will contribute 25% to the student’s final grade in the Practice of Education. The examination shall be in two parts - Practice of Education and Theory of Education. To obtain a Diploma in Education, a candidate must satisfy the examiners in both the Theory and Practice of Education. A pass in the Practice of Education is obtained by a candidate who satisfies the examiners by achieving a grade of at least a B in the requirements for School Practice. A pass in the Theory of Education is obtained by a candidate who satisfies the examiners by achieving a grade of at least a B in each component of the examination. A weighting of 1 (ED 521/EDFA 5210): 2 (ED 522/EDRS 5220): 3 (ED 524/529 – EDLA 5240-EDEA 5290) is applied to compute the grade for the Theory of Education. The Diploma may be awarded with Distinction. A Distinction will be awarded provided that: i. The student has earned an A in the Practice of Education ii. The student has earned an A in the Theory of Education iii No grade in any component of the Theory of Education is less than B+ In the event of unusual and extenuating circumstances, a candidate may apply in writing for extension of time for submission of an assignment, addressing the application to the Co-ordinator of the programme and supplying supporting evidence. Medical certificates must be validated by the University Medical Officer. A candidate who is obliged to apply for leave of absence is normally required to make the application not later than the third week of Semester 1. Applications for such leave should be addressed to The Senior Assistant Registrar, Student Affairs, and will be considered by the Board of the Faculty. 71
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