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curriculum

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

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

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

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

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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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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.

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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'

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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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Teachers’ Knowledge and Use of Context Responsive Pedagogy in a Rural Primary School

$10.00
SKU: JEDIC-1901

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.

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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

$10.00
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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