In response to the diverse nature of the learners in any one classroom, many teachers have employed the use of differentiated instruction. Central to the tenets underpinning this approach is the idea that all learners enter the classroom with differences in learning abilities, styles, interests, cognitive skills, and life experiences which ultimately determine how they receive and interpret information (Tomlinson, 2017; Prince, 2011; Huebner, 2010; Vygotsky, 1978).
 

The National Standards Curriculum (NSC) has been the cornerstone of our Jamaican education system at the primary and lower secondary levels since September 2016. However, there are many controversies surrounding its implementation. This research sought to explore teachers’ experiences with the implementation of the National Standards Curriculum (NSC) in an inner-city primary school in Kingston, Jamaica. A generic qualitative research was conducted to explore the topic. The sample consisted of five teachers who were purposively selected.

In this article, I demonstrate how I used critical reflection to improve my teaching practice while conducting my PhD fieldwork. More specifically, I reflect on the 4-month qualitative case study that I conducted in a Jamaican Grade 7 classroom. My research project explored if and how multiliteracies pedagogy paired with sociocultural theory can improve inner-city students’ English language development (ELD) and engagement.

The Task Force on Educational Reform and reviews of the Primary and Reform of Secondary Education (ROSE) curriculums uncovered the need for a new national curriculum to cater to the needs of the Jamaican education system. Therefore, the National Standards Curriculum (NSC) was implemented in September 2016 with the aim of enhancing the quality of education offered to learners (Ministry of Education, Youth, and Information [MOEYI], 2016). This paper explores teachers’ experiences implementing the National Standards Curriculum at a secondary school in Jamaica.

Selective education research has demonstrated that students are aware of the low status of being allocated to a low-ability school. Recent data in Guyana has shown that low-ability school attendance is associated with low rates of student attendance, retention, and graduation. This study aims to understand the effects of ability grouping on students by comparing the psychosocial well-being of students from different ability schools.

This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The research utilized an exploratory case study design to gather data. The sample comprised 12 teacher-participants and one principal at an institution in an urban setting. Data collected through interviews and observations were analyzed using constant comparison.

The teacher is at the heart of the curriculum and plays an integral role in shaping individuals. As such, the knowledge teachers possess and the strategies they utilize are important considerations in the delivery of the curriculum. This qualitative study reports on the knowledge and usage of context responsive pedagogy (CRP) based on five rural primary school teachers in Jamaica. CRP entails teaching and learning that is contextualized, given the peculiarities of the classroom. Data collection was carried out through interviews and observations.

Through the use of qualitative inquiry, this study seeks to discuss the findings of the impact of a knowledge of media and information literacy (MIL) on the personal and ethical decisions of a select group of college graduates in Jamaica. The study is undergirded by Alagaran’s Explore, Engage, and Empower Model of MIL and sought to investigate the media and information literacy knowledge level that exists among college graduates, to determine how knowledge of MIL affects their ethical decisions and the impact it has on their daily life choices.

“STEM” and “education” are buzz words being circulated in the media, the education sector, private businesses, and government organizations, among other groups. STEM is being recognized as providing the means for improving a country’s economy and social fabric. How therefore, can the education sector facilitate development of the necessary STEM skills in learners? What is the relationship between mathematics and STEM? How can mathematics teaching and learning complement STEM education? What should mathematics classroom practices reflect?

National and international large-scale literacy assessments play an indelible role in impacting educational policy and curriculum across the globe. In fact, the value attached to these measures persists regardless of questions raised about the influence of the nature of such tests, characteristics and requirements of test items, and the ways in which demographic characteristics such as English learner status, gender, ethnicity, socioeconomic status (SES), and disability impact student literacy performance.