The St. Vincent Teachers’ Training College (SVTC) was founded in 1964 with assistance from The University of the West Indies, Mona, Jamaica. Unarguably, teacher education in the St. Vincent and the Grenadines (SVG) has evolved slightly from its colonial beginnings. It now includes secondary, technical vocational teacher education, and early childhood education. While still operating within a postcolonial context, the philosophical underpinning of teacher education in SVG is a mirror of its colonial origins.

Research has established a relationship between the organisational commitment of teachers and some key teaching-career related variables. However, there has not been any exploration of organisational commitment in Eastern Caribbean schools. Using a cross-sectional research design, we surveyed a sample of 158 teachers to investigate relationships between organisational commitment and selected variables (i.e., career advancement opportunities, principal leadership style, teaching experience, and training).

Libraries have a mandate to provide equal access to information for all; including people with disabilities. This study was conducted to determine the types of resources available for people with disabilities; identify what services were provided to people with disabilities; ascertain the suitability of facilities for people with disabilities; and determine if there were challenges that people with disabilities had in accessing services provided by public libraries in Trinidad and Tobago.

The side effects of the educational process, both in its formal and informal structures, are often more important to the child's future th'an the intended effect. This paper examines one of the side effects, the relative preferences a school leaver has for different places familiar to him. Using the methodologies of the geographer, the "mental maps" identified are related to the problem of rural depopulation. The implications for the educational system are assessed.

Two experiments, involving four mathematics tutors and over 400 prospec­tive primary school teachers, were carried out in a Jamaican teachers' college. The first experiment showed conclusively that students could learn geometry and statistics from individualised units, and the second suggested that students learned approximately the same amount about integers from an individualised unit as they did when taught by the traditional lecture method. Questionnaire responses indicated a wide variety of reactions to the new method.

This paper describes the experience of mentoring at a graduate level and the broader benefits of the relationship to the participants. Interpretation of the experience was achieved through conducting semi-structured interviews, generating patterns and then discusssing and analysing the findings from the experience. Five MPhil/PhD students and two supervisors participated in the study. Seven semi-structured interviews were used to explore the experiences of participants—two of whom were supervisors, while five were graduate students. The data were analyzed by identifying themes.

In 2016, key stakeholders from the Ministry of Education in Belize visited The School of Education (SOE) at Mona, Jamaica to discuss how the SOE could assist them to achieve their strategic goal to advance early childhood education in Belize. Beyond the need to develop the competences of teachers and Education Officers to improve quality standards of Early Childhood Education (ECE), the discussion highlighted the dearth of locally generated Belizean research in ECE to inform decision making.

The goal of this action research was to investigate and gather data concerning the effectiveness of technology as a mathematics teaching aid in an Early Childhood Classroom (ECE) at a school in Belmopan, Belize. It aims to understand (1) to what extent the use of technology as a teaching aid increase 12 students’ academic performance and (2) to investigate to what extent the use of tablets aid in stimulating students’ interest as they gain new knowledge and skills about Mathematics topics. The research was planned and conducted over a fiveweeks span in an Infant Two class.

The purpose of this study was to examine how the use of the tertiary tier of the Positive Behavior Intervention and Support model can be used to enhance students’ behavior in a Belizean Preschool. The data collection methods included an indepth interview with the classroom teacher, a focus group interview with the students, an observational checklist, classroom observations, and the class teacher’s journal entries. This action research was implemented in a Belizean preschool targeting four preschoolers with individualized intervention support.

The purpose of this study was to examine the effectiveness of using differentiated instruction to improve students’ overall reading abilities in a Standard 1 Belizean classroom. Data were collected by conducting teacher interviews, pre- and post-literacy assessment, and analysis of teachers’ weekly reading plans. The pre- and post-tests assessed students in three areas: phonological awareness, phonics, and reading comprehension.