Close Menu

Abstracts CCEP

CCEP Abstracts

Planning For Improvements In Boys’ Academic Performance: Toward A Better Understanding Of Teacher-Student Relationship
Canute Thompson, Phd 
The University Of The West Indies

This article explores the quality of teacher-student relationship as it relates to the academic performance of Jamaican male high school students when compared to their female counterparts. The study examined data from a regional examination body and found that girls out-performed boys in all subjects in the period 2011–2016. In extracting data from another study, it was found that boys had less positive perceptions of their relationships with their principals and teachers than girls. This article points to the need for educational practitioners and policy makers to adopt new ways of engaging boys in the teaching and learning process. Attention needs to be paid to the emotional and interpersonal needs of boys.
Available at: http://isep.info/wp-content/uploads/2018/02/24_4_4_PlanningforImprovemen...

School Administrators’ And Stakeholders’ Attitudes Toward, And Perspective On, School Improvement Planning
Canute Thompson, Phd 
The University Of The West Indies

This study explores the attitudes and perspectives of school administrators and other stakeholders on the school improvement planning process. A convenience sampling technique was employed with a sample of 15 schools and 91 respondents. The findings of the study indicated four principal factors, involvement, accountability, plan implementation and efficacy, defined the perspectives of the respondents. These factors were also responsible for 68.83% of the variation in the data. The factor ‘involvement’ accounted for 47.82% of the variation and suggests that the most critical issue affecting how the school improvement planning process is seen is the degree of stakeholder involvement.
Available at: http://isep.info/volume-25-issue-4

The abstracts above are reprinted with permission from the journal Educational Planning and the full articles may be accessed at the links provided.

Top of Page