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 Current Issues in Sociology and Education
 
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Current Issues in Sociology and Education

 

As prospective teachers at The University of Trinidad and Tobago (UTT) and other tertiary educational institutions begin their journey in this very noble profession, they must first be equipped to deal with the challenges and complexities facing them in schools and classes. The third edition of the book Current Issues in Sociology and Education, attempts to provide a springboard for our teachers to continue to build a sound pedagogical base to improve their ongoing professional practice. The book is divided into six main sections and twenty chapters with a wide range of current sociological, philosophical and educational issues and concerns.

The first section deals with leadership and management issues. It explores the complex processes of the leadership phenomenon in our schools. It also examines some of the considerations that underscore good decision-making in organizations focusing on the ingredient of effective classroom management.

The second section focuses on building a research culture that is sadly lacking at all levels of our educational system. This section gives some useful insights and guidelines. It challenges prospective teachers to become more reflective and research-oriented in order to improve their professional practice in the development of new teaching and learning strategies.

The third section addresses the important issues of climate and culture building in our schools. There is a closer look at some research studies on climate, quality of work life, school, health and culture. This information will better help to guide principals and teachers to shape positive cultures and, by extension, contribute to an effective teaching and learning environment.

The fourth section of the book takes the position that every teacher is a teacher of philosophy and sociology. Teachers and other educators are exposed to some key concepts in sociology and philosophy. It addresses some important sociological and philosophical issues that are integral to the teaching and learning process. It will also help our teachers develop a sociological imagination and a philosophical perspective as they interface with their colleagues, students and the wider community.

The fifth section deals with curriculum and instruction issues which introduce teachers to a wide range of teaching and assessment strategies. It argues that there is too much emphasis on the traditional academic curriculum with little focus on students’ multiple intelligences. This section promotes a strong case for inclusive schooling and greater use of multiple intelligences in our schools. It also takes the position that morals and values should be at the centre of education and student learning.

The sixth section highlights some of the critical issues involved in parental engagement in schools. It argues that parents have a key role to play in promoting a culture of peace and discipline in our school system. This section also addresses the male marginality issue and poses some interesting questions for the reader.

It should be noted that this book is one of the key texts in the Foundations of Education, Research and Social Studies courses at The University of Trinidad and Tobago (UTT). It is sold at the University book shop at the O’Meara campus.

George Gowrie Ph.D.
Assistant Professor
School for Learning,
Cognition and Education
UTT Valsayn Campus