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curriculum

"What you are going to do today is behave!" Teacher-Pupil Relations in a Jamaican Classroom

Free
SKU: ioea-1-7

The Reform of Secondary Education (ROSE) takes as its main objective the provision of a national curriculum for grades 7–9 in Jamaica's secondary schools. Where ROSE does not focus primarily on major innovations in curriculum content, the new curriculum emphasizes changes in teaching methodology intended to foster innovative thinking, critical thinking, divergent thinking, decision making, group work, and problem-solving skills (ROSE 1993).

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The Treatment of Jamaican Creole by Curriculum Writers and Selected Teachers of English

Free
SKU: JEDIC-8-12-8

This research investigated curriculum provisions made for the treatment of Jamaican Creole (JC) throughout the education system in Jamaica and the views and practices of teachers involved in the delivery of Language Arts throughout that system; providing insights of the research gained through classroom observation with regard to the efficacy of teachers' practices in relation to these provisions; and highlighting the significance of the insights gained for language education planners in Jamaica, the wider Caribbean and the territories outside of the Caribbean, which share similar language

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Price: Free

Perceptions of the Principal's Role in Curriculum Development in Selected Primary Schools in Jamaica

Free
SKU: JEDIC-9-12-5

This research was undertaken to investigate teachers' and principals' perceptions of the roles of principals in curriculum development in primary schools in central Jamaica. The sample consisted of thirty eight principals and three hundred and thirty-two teachers from thirty-nine primary schools. Data pertaining to teachers' and principals' perceptions were obtained through the Teachers' Evaluation of Principals Questionnaire and the Principals' Self Evaluation Questionnaire.

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UNICEF Regional Primary School Project Report on Teacher Training and Curriculum Development Activities 1978-1980

Free
SKU: cje-8-1-5

In August 1978, UNICEF agreed to fund this primary school project, and reaffirmed the objectives which had been agreed on in previous discussions with the University. These objectives were: 
 

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Price: Free

The Cognitive Demands of WISC: Can the Match be Improved?

Free
SKU: cje-8-1-1

A method for the analysis of a science curriculum for the levels of cognitive demand that it makes, in Piagetian terms, is described. Examples of the detailed application of this method to the West Indian Science Curriculum are given, and a summary of the demand levels of the whole curriculum presented. A check on the validity of the method of analysis is made both by looking at inter-rater reliability, and also by testing the predictions of success and failure made on the basis of the curriculum analysis combined with pupil assessments.

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Price: Free

Finding the Culture Space in the Classroom in Trinidad and Tobago since Independence

Free
SKU: JEDIC-12-2-4

Recent comments that the school curriculum of Trinidad and Tobago is “culturally irrelevant” prompted this research project. The research was undertaken through a series of focus group discussions with community artists, curriculum officers and public figures interested in education, to explore the following issues:
1. a definition of and justification for the concept of ‘cultural relevance’
2. evidence of its existence or lack of existence in the current school curriculum

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Price: Free

Principals' Roles in Managing Assessment, Curriculum, and Instruction in Mainstream and Special Education in Barbados

Free
SKU: JEDIC-14-2-4

International research supports the view that principals play an integral role in ensuring the effectiveness of educational programmes for students with disabilities through assuming the role of instructional leaders. This research is qualitative and utilizes phenomenology to explore principals’ experiences and decision-making practices in assessment, curriculum and instruction in special education. The researcher conducted indepth interviews, analyzed transcripts using content analysis, and grounded theory to extract themes which characterized principals’ practices at the four schools.

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Price: Free

Finding the Culture Space in the Classroom in Trinidad and Tobago since Independence

$10.00
SKU: JEDIC-15-1-4

Recent comments that the school curriculum of Trinidad and Tobago is “culturally irrelevant” prompted this research project. The research was undertaken through a series of focus group discussions with community artists, curriculum officers and public figures interested in education, to explore the following issues:
1. a definition of and justification for the concept of “cultural relevance” 2. evidence of its existence or lack of existence in the current school curriculum 3. how it could be promoted in the curriculum and the associated challenges.

List price: Free
Price: $10.00

Exploring Beginning Teachers’ Perceptions of Their Experiences: Insights for Teacher Learning and Development

$10.00
SKU: JEDIC-16-2-4

This study presents the perceptions of three beginning teachers about their experiences as they implement the Revised Primary Curriculum at grades one to three in Jamaican classrooms. The study documents the beginning teachers’ views on their ability to interpret and enact the curriculum using knowledge from their teacher training programmes.

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Price: $10.00

Spanish? What Spanish? The Search for a 'Caribbean Standard'

Free
SKU: cje-5-1-2-5

In the West Indies today, under the aegis of the Caribbean Examination Council and the various National Curriculum Development Committees, teachers are working to draw up curricula, syllabuses and examinations for several subjects, among them Spanish. Assuming that these syllabuses and examinations must be tailored to accommodate the teaching of Spanish in the various countries of the region, the question arises: what kind of Spanish should we teach? Up to the present no concerted policy has emerged.

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Price: Free

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