Substantiated Conclusions

• In Event: Educating Diverse Democracies: Comparing the Voices of Teachers and Students on Implementation of Secondary Reforms in Seven Countries

Abstract

Results of this study indicate that teachers in all seven countries have dedicated themselves to the education of students and have made the necessary changes to adopt most of the reforms. Sample teachers rarely used technology except in lesson planning. Training and software should be provided in all countries. Within teaching practices, most teachers claimed that they were using a variety of teaching methods, although teacher-directed strategies still dominated. Students indicated, however, that their teachers used teacher talk, individualized learning, and questioning methods most frequently. Some teachers used student-centred lessons such as student activities, group work, and discussions. There were conflicting perceptions between sample teachers and students of how often they were used. As for student evaluations, both sample teachers and students claimed that traditional tests, class work, homework, and exams were used most often.

However, sample teachers in all countries appeared to have management problems as 25-50% of the sample students and one-third of the sample teachers claimed that behaviours of others in the classroom were affecting their learning. Possible explanations expressed in teachers’ opinions include large class sizes and small classrooms, especially in Africa. Also, classroom management needs increased as new modes of teaching and transitioning created new situations for students to deviate from expected behaviours. More in-service training would help, in particular, on activity-based learning and integration of technology.

Sample teachers had difficulty changing current teaching praxes (teacher-directed lessons). Teachers from all jurisdictions struggled to create new tasks and implement new modes of teaching and evaluation.

Provisions were made by teacher respondents to meet the needs of special needs students in mainstreamed classes.

The persisting problem with the current reforms in all countries except for Ontario lies on the examination system. Teacher respondents claimed that there was little room for introducing activity-based learning and other experimentation while also preparing students for the examination.

In China, Huang (2004) was correct in saying that examinations still guide teaching and learning in schools and that China should reform the examination system to improve the quality of education. Tao (2003) suggested that reforms involve not only the entire education system but also society. Zhang (2004) also claimed that the solid tradition of exam-oriented education has affected the curriculum, teaching methods, teacher–student relationships, and the system of evaluation and selection. There are clear evidences for these claims in this study.

Authors

• Peter Yee Han Joong, University of Toronto

• Nalini Ramsawak-Jodha, The University of the West Indies

• Peter Francis Wintz, University of Guyana

• Disraeli M. Hutton, University of the West Indies