School of Education

Research Interests

Professor Jerome De Lisle's unique postgraduate training at the UWI (1986-1994) included a full programme in the disciplines of psychology, sociology, curriculum, research, and educational leadership and management.  He is a trained evaluator and methodologist, specializing in using mixed and multiple research methods (MMMR).  Prof. De Lisle's research is therefore conducted using multiple disciplines or is interdisciplinary and employs multiple and mixed methods. The studies are focused primarily upon social justice and (in)equity in the Trinidad and Tobago Education system and include the subthemes of gendered achievement, early selection and placement testing, and unequal schools.  Prof De Lisle studies experiences and issues in system reform and implementation; the development and use of school performance measures in data use; theory and design of classroom, national and international learning assessments and public examinations in school systems; and factors and processes related to the marginalization of students.  He has exciting new work in many of these areas.

A decade of research into social justice & inequity in Trinidad & Tobago, 2006-2017- The work of Jerome De Lisle

Selected Publications & Presentations

1. Teaching and Learning 

• De Lisle, J., Laptiste-Francis, N., Solomon-McMillan, S., & Bowrin-Williams, C. (2017). Student assessment systems in the Caribbean as an obstacle to inclusive education: The case of Trinidad and Tobago. In S. Blackman & D. Conrad (2017). Historical and contemporary issues in inclusive education in the Caribbean, Vol. 1, (pp. 87-106). Charlotte, NC: Information Age Publishing.
• De Lisle, J. (2015). Installing a system of performance standards for national assessments in the Republic of Trinidad and Tobago: Issues and challenges. Applied Measurement in Education, 28(4), 308-329.
• De Lisle, J. (2015). The promise and reality of formative assessment practice in a continuous assessment scheme: the case of Trinidad and Tobago. Assessment in Education: Principles, Policy & Practice, 22(1), 79-103.

2. Teacher Education 

• De Lisle, J. (2015, November). Using developmental evaluation to improve a data centric intervention for reducing the gender gap in the schools of Tobago. Paper presented in symposium on K-12 educational evaluation entitled:  Gathering, Using, and Collaborating through Data in Education at the 2015 American Evaluation Association (AEA) Conference on November 9th to 14th “Exemplary Evaluations in a Multicultural world” at Hyatt Regency Hotel, Chicago, Illinois.
• De Lisle, J. & Rodriguez, D. (2015, January). A novel data-centered intervention for closing the gender achievement gap in the Caribbean island of Tobago.  Paper presented at Symposium on "Using data to make decisions about interventions" at the 28th Annual Conference of the International Congress of School Effectiveness and Improvement (ICSEI), 'Think Globally, Act locally, and Educate All Children to Their Full Potential' in Cincinnati, Ohio, USA on january 3-6, 2015.  
• De Lisle, J., Bowrin-Williams, C, & Hyland, S. (2013, April/May). Value is in the eyes of the consumer: Arguments for a consumer-oriented approach to evaluating teacher preparation programmes in Trinidad and Tobago Higher Education. Paper presented at the ACTT 1st International Conference on Quality Assurance in Higher Education, National Academy for the Performing Arts (NAPA), Port of Spain, Trinidad, April 30th – May 3rd, 2013

3. Issues in Education

• De Lisle, J. (2018). The development of theory on gendered patterns of achievement in the Anglophone Caribbean: insights, contradictions, and silences. Gender & Education, 30(4), 450-466.
• De Lisle, J. (2018). Diversity as challenge, culturally sustaining practices as solution, evidence as the future Foreword in Dennis Conrad & Stacey Blackman (Ed), “Caribbean Discourse in Inclusive Education 2: Responding to Learner Diversity and Difficulties: Charlotte, NC: Information Age Publishing.
• De Lisle, J. (2017). Keynote Address-Day 3- Among the SEA believers: Ideologies, value-commitments, & practices leading to exclusion & marginalization within the school system of Trinidad & Tobago. Inclusive Education Conference, Achieving Education for All, resolving challenges of learning difference, learner diversity, and “at-risk children and youth. February 15th-18th, 2017, School of Education, UWI, St. Augustine.

4. Research Methodologies

• De Lisle, J., & McMillan-Solomon, S. (2017). Using multiple methods to investigate eleven-year-olds’ experiences of preparing for a high-stakes public examination in Trinidad and Tobago. Education 3-13, 45(4), 397-418.
• De Lisle, J. (2015, April). Using canonical correlation analysis to study the complexity of continuous assessment practice in Trinidad and Tobago: Policy implications. Paper presented on April 14-18 at the 2015 American Educational Research Association (AERA) Conference Theme: “Conceptualizing Justice: The Peoples of the Diaspora Speak Out on Inequities in the Research of and on Their Cultures, Languages, and Heritage” Chicago, US.
• De Lisle, J. (2015, April). On researching and theorizing about ourselves-The case of gendered achievement in the Caribbean. Paper presented on April 14-18 at the 2015 American Educational Research Association (AERA) Conference Theme: “Conceptualizing Justice: The Peoples of the Diaspora Speak Out on Inequities in the Research of and on Their Cultures, Languages, and Heritage” Chicago, US. PRESIDENTIAL STRAND.
• De Lisle, J. (2014, June). Crystallization as a well-considered approach to integrating data in mixed and multi-methods policy research. Paper presented on June 27th – 29th at the Inaugural MMIRA International Mixed Methods Conference, “Coming at Things Differently” Challenges and Diversity Within and Across Mixed Methods Research Communities, Boston College, Chesnut Hill, MA, USA.
• De Lisle, J. (2013). Exploring the value of integrated findings in a multiphase mixed methods evaluation of the continuous assessment programme in the Republic of Trinidad and Tobago. International Journal of Multiple Research Approaches, 7(1), 2-24.
• De Lisle, J. (2013, October). Valuing mixed methods evaluations: Using integrated findings to craft meaningful judgments and recommendations. Paper presented on October 14-19th, 2013 at the 2013 American Evaluation Association held at the Washington Hilton.
• De Lisle. J., Plante-Wright, Wendy-Anne, Edwards, H., and McMillan-Solomon, S. (2013, May). Using multiple qualitative methods to explore pre-adolescent children’s experience of a high-stakes national placement examination. Paper presented on May 21-24, 2014 at the Ninth International Congress of Qualitative Inquiry at University of Illinois at Urbana-Champaign.

5. Educational Leadership, Policy and Reform

• De Lisle, J., Seunarinesingh, K., Mohammed, R., & Lee-Piggott, R. (2017). Using an iterative mixed-methods research design to investigate schools facing exceptionally challenging circumstances within Trinidad and Tobago. School Effectiveness and School Improvement, 28(3), 406-442.
• De Lisle, J., Mohammed, R., & Lee-Piggott, R. (2014). Explaining Trinidad and Tobago's system response to international assessment data. Journal of Educational Administration, 52(4), 487-508.
• De Lisle, J. (2014). Institutional research as organizational intelligence. Using evidence to inform continuous quality improvement, Journal of Quality Assurance in Higher Education, 1(1), 31-56.