Educating Diverse Democracies: Comparing the Voices of Teachers and Students on Activity-Based Learning in Eight Countries

Session Type: WERA Symposium

Abstract

Current education reforms require transitioning from transmission to constructivist approaches such as activity-based learning, group work and integrations of technology. This study compares how and to what extent teachers have implemented education reforms in secondary schools in China, Canada, Jamaica, Guyana, Trinidad, Barbados, Uganda and Sierra Leone. Major sources of data are surveys for sample teachers and students in 12-22 sample schools and classroom observations at two schools in each country. Data analysis revealed that most teachers were able to make changes that supported reforms that include varied teaching strategies. Integration of technology was limited. Classroom management is a major concern. Teachers lacked resources and in-service training. Leaders who want to implement change must listen to voices of stakeholders.

Sub Unit

• World Education Research Association

Chair

• Peter Yee Han Joong, University of Toronto

Papers

• Descriptions of Education System and Context and Reform Initiatives in Each Country - Peter Yee Han Joong, University of Toronto

• Comparisons of the Survey Results From All Eight Countries - Peter Yee Han Joong, University of Toronto; Kathryn A. Noel, University of Western Ontario; Peter Francis Wintz, University of Guyana; Nalini Ramsawak-Jodha, The University of the West Indies; Thomas Gerald Ryan, Nipissing University

• Sample Results of Open-Ended Questions From Surveys - Peter Yee Han Joong, University of Toronto; Thomas Gerald Ryan, Nipissing University; Peter Francis Wintz, University of Guyana; Kathryn A. Noel, University of Western Ontario; Nalini Ramsawak-Jodha, The University of the West Indies

• Conclusions and Discussions - Peter Yee Han Joong, University of Toronto

Discussant

• Peter Yee Han Joong, University of Toronto