Volume 2, Number 2, Fall 2007
Walden University’s Phi Delta Kappa (PDK) Cyberspace Chapter is
proud to announce the second issue of the Journal of Educational
Practice for Social Change (JEPSC).

This issue of the JEPSC features three papers:
Dahlia M.
McGregor Petgrave
Effective Ways of
Teaching Science
Teachers to Use
Strategies
Current Issue
About the Authors:
Karine Clay graduated from several universities during 1988 – 2007,
and as a life long learner and social change agent has collected one
daughter Karrington Khalia Clay. Her current post doctoral goal is to
assist developing countries like The Republic of Trinidad and Tobago
achieve accessible and quality education for all students by starting a
school for the early child hood population with special needs.  

Author's summary:
In the Republic of Trinidad and Tobago, there is a high rate of  illiteracy
among the populace and a high dropout rate at the secondary level of
education. This evaluative case study examined the effectiveness of the
adopted strategic academic education reform initiative Vision 2020. This
study regarded the extent to which the goals and objectives of Vision 2020
were met. The results revealed that the Republic of Trinidad and Tobago
can likely achieve positive social change, and improve the standard of
living of the under served by increasing the use of technology and
developing more collaborative programs with parents so that the vision
and goals of the initiative can be actualized.

Dahlia M. McGregor Petgrave has been teaching high school
biology for over twelve years. She is affiliated with various science
professional organizations such as the Science Council of New York City
(SCONYC), the New York State Biology Professional Development Mentor
Network, and president of the New York Biology Teachers’ Association.
Dahlia is the Lead teacher and Lead professional developer at South
Shore High School where she teaches. She holds a Ph.D in Science
Education from Walden University. Her research interests include urban
education, professional development for urban science teachers, social
issues and the urban student, and technology in the science classroom.

Author's summary:
Effective ways of teaching science teachers to use strategies discusses
teaching science to urban students, why teachers teach the way they
teach, selection of instructional strategies, and effective ways of teaching
science teachers to use strategies. This article also focuses on four
common professional development tools for teaching science teacher
(both pre-service and in-services teachers) how to be effective users of
instructional tools. The four effective methods of teaching science
teachers to use instructional strategies are professional development
programs, in-service courses/programs, study groups, and peer coaching
or mentoring.


Phyllis-Marie Wiggins is a doctoral student at Walden University.
She holds a Master’s degree in public administration from DePaul
University, Chicago, IL. Phyllis-Marie was born and raised in Chicago, IL
where she resided with her six siblings and parents. She attended public
schools as a child and is proud of her academic achievements. Phyllis-
Marie enjoys reading and writing about issues related to public education.
She looks forward to obtaining her Ph.D. in general education and
pursuing a career in research with the United States Department of
Education.

Authors' summary:
Listen and you shall hear is the culmination of three months work on
urban teachers’ perspectives about public education. The essay began
with the premise that teachers are motivated by intrinsic and altruistic
needs. They are best able to articulate ideas about public education
because they are closest to the issues related to motivation, professional
development, and educational practices. This paper proposes that
teachers must be heard if we are to learn what best motivates them to
excel in classrooms in urban environments.
Karine Clay
Stakeholders’
Perspective on the
Efficacy of Large Scale
Education Reform
Initiatives in Developing
Countries.
Phyllis-Marie
Wiggins
A phenomenological study
teachers who choose to
work in an urban
environment with primarily
African American students