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).
The book, Blooming with the Pouis: Critical Thinking, Reading and Writing across the Curriculum, is a compilation of different articles spanning a wide range of subject areas which are arranged by co-authors Paulette A. Ramsay (a Senior Lecturer and Associate Professor in the Faculty of Humanities and Education at The University of the West Indies, Mona), Vivienne A. Harding and Ingrid A. McLaren (Lecturers in the Department of Language, Linguistics and Philosophy at The University of the West Indies, Mona) and Janice A.
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
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.
Following up on a research project in which concerned citizens, members of the artist community, academics and curriculum officers were interviewed, this study sought teachers’ perspectives about the culture/curriculum nexus, given the persistent perception that the curriculum is culturally irrelevant. A survey instrument was developed and validated and the findings from the questionnaire reported.
The introduction of the Caribbean Advanced Proficiency Examination (CAPE), which has taken the place of the A-level examinations set by and for British institutions, was a logical step in the process of decolonization of educational practices in the officially English-speaking Caribbean. It also offered an opportunity to base curricular and examination practices in local realities. The CAPE syllabus for “Communication Studies'' very clearly aims to do so.
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.
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
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.