Voice from the village

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dc.contributor.authorRawlings, Lyngrid Smithen
dc.contributor.committeechairStubblefield, Harold W.en
dc.contributor.committeememberCline, Marvin G.en
dc.contributor.committeememberBoucouvalas, Marcieen
dc.contributor.committeememberWiswell, Albert K.en
dc.contributor.committeememberShifferraw, M.en
dc.contributor.departmentAdult and Continuing Educationen
dc.date.accessioned2014-03-14T21:19:24Zen
dc.date.adate2007-10-02en
dc.date.available2014-03-14T21:19:24Zen
dc.date.issued1995en
dc.date.rdate2007-10-02en
dc.date.sdate2007-10-02en
dc.description.abstractThe Comprehensive Teacher Training Project (CTTP) is a distance education program developed and field tested between July 1990 and June 1992 in St. Lucia, Dominica, and St. Vincent and the Grenadines. It combined instructional modules, telephone tutorials, and periodic group instruction to help unqualified assistant teachers (UATs) pass the Caribbean Examination Council (CXC) exams in English Language, Mathematics, Integrated Science, and Social Science. To offset the high rate of attrition associated with distance education programs, student support interventions were devised to help UATs develop coping strategies and study techniques. To counteract the community’s perception that qualified teachers are insensitive subject specialists, workshops on nation building and empowerment were designed. This ethnographic study, which was conducted in St. Vincent and the Grenadines during the field testing period, sought to understand the lived experiences and perceptions of seven UATs as they matriculated through this distance education program. The study collected data through interviews, observations, and assessments of UATs, their significant others, marker/tutors (M/Ts), and country coordinator. These data were collected from UATs' communities in 1991 and during the workshops in the summers of 1990 and 1991. The study found that UATs experienced success in courses which were well written, taught what the syllabus prescribed, and what the exam tested. Those who were task-oriented, studied consistently, and community oriented, usually experienced success. M/T-initiated periodic face-to-face instructional workshops and regular telephone counseling which provided UATs with academic reinforcement and a sense of belonging. Those UATs whose significant others were supportive of their participation in the CTTP were more likely to succeed. The study also found that successful UATs adopted creative teaching techniques and active listening skills from M/Ts. Many of the lessons learned from the program were transferred to other aspects of their lives. The study concluded that Integrated Science was the most successful course and should be used as a model for the English course. UATs who felt comfortable with themselves, knew how to study, and used their time wisely usually experienced success, saw themselves as nation builders, and were perceived by the community as effective leaders.en
dc.description.degreeEd. D.en
dc.format.extent2 volumes in 1en
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10022007-144952en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10022007-144952/en
dc.identifier.urihttp://hdl.handle.net/10919/39507en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1995.R396.pdfen
dc.relation.isformatofOCLC# 34900204en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1995.R396en
dc.titleVoice from the villageen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineAdult and Continuing Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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