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curriculum

Intercultural Studies of Curriculum: Theory, Policy and Practice by Carmel Roofe and Christopher Bezzina, (Eds.). Palgrave Macmillan, 2017.

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SKU: CJE-41-2

Words that come to mind in reading this book are global, contextual, innovative, and multidisciplinary. Globalization is typically defined as a set of processes involving interactions and networks within various domains (including the political and the cultural) and involving also “the accelerated movement of goods, services, capital, people and ideas across national borders”(Little and Green, 2009, p. 1).This seems to describe the processes used in the making of this book.

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The Evaluation of National Curriculum Strategies: The Rhetoric of Policy and the Reality of Practice

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SKU: CJE-41-2

This special section focuses on the evaluation of national curriculum strategies which was commissioned by the Ministry of Education, Jamaica through The UWI Consulting Inc. (see Jennings-Craig et al., 2012). The focal points for the evaluation were Numeracy, Literacy/Language Arts and Spanish in primary schools, and English Language, Mathematics and Modern Languages (Spanish and French) in secondary schools.

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Curriculum Policy and Practice in Jamaican Primary Schools: An Analysis of School Leaders’ and Teachers’ Experiences

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SKU: CJE-41-2

Since Jamaica gained its independence, successive governments of the country have implemented various curriculum policy initiatives at both the primary and secondary levels of the education system, aimed at providing increased access and improved quality education for citizens. While many of these initiatives have led to increased access to education in the island, the issue of improved quality education continues to be a challenge.

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Education in the West Indies: Developments and Perspectives, 1948-1988

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SKU: JEDIC-0302

This collection of articles on education in the English-speaking Caribbean were 'volunteered' by academics at the University of the West Indies to mark its fortieth anniversary. They are arranged in two parts. Part One, 'Concern for a System' comprises three sections in which perspectives are put forward on some of the needs of the education system, the societal base and the curriculum change process. In Part Two 'Disciplinary Perspectives', contributors examine curriculum issues to do with the teaching of maths and science, technical and vocational education and the liberal arts.

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FORTHCOMING PUBLICATION - Teaching Language and Literacy: Policies and Procedures for Vernacular Situations

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SKU: JEDIC-0301

A recent report of a workshop on educational curriculum and remediation held by the Eastern Caribbean Education Reform Project (ECERP), provides an interesting backdrop to language education in the Caribbean and incidentally supports the rationale for this book.

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It Takes an Island: A Survey of Writing across the Curriculum at the University of The Bahamas

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SKU: CJE-40-12

This study presents the findings of a survey of faculty across the disciplines at the University of The Bahamas (UB) regarding the types of writing they assign students in their classes and the value they place on certain aspects of students’ writing when assessing student work. A major goal of the study is to build background knowledge about the state of writing instruction across the disciplines at UB to support the growth of a possible Writing Across the Curriculum (WAC) initiative.

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

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SKU: jedic 16-2-5

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

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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.

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Educating for Values, Attitudes, and Character Development: Policy and Practice in the Formal Curriculum in Social Studies and History

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SKU: cje 25-2-2

Educating for values, attitudes, and character development is a lifelong issue, with concerns about the relevance and cultural appropriateness of the type of education and training offered at the various levels of the education system. In recent years in Jamaica, much emphasis has been placed on informal and nonformal learning to foster positive values, attitudes, and character development, mainly because of disillusionment with the formal curriculum’s ability to achieve such outcomes.

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The Curricular Role of School Librarians: Jamaican Secondary School Teachers' and Librarians' Perceptions and Their Implications for Curriculum Delivery

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SKU: cje 27-1-2

Based on data from a wider study of the perceptions of principals, teachers, and school librarians concerning the school librarian's role in Jamaican public secondary schools, this paper focuses on the teachers' and librarians' responses to two research questions in that study: (1) What do teachers perceive to be the role of a school librarian?

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