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Jamaica

The Value Attached to Education by Jamaican Secondary School Students: Gender and School Type Differences

$10.00
SKU: CJE-41-1

This study sought to determine whether there are significant gender and school type differences in the value that Jamaican secondary school students attach to education. Data was collected from 368 students from nine secondary schools and analysed using descriptive statistics, and independent sample T-tests. The results revealed that the students valued education for instrumental purposes and their value of education was moderately low. There were significant gender and school type differences in the value they attached to education.

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Integration of Peace Education in the Mathematics Curriculum: Impact on Students’ Performance, Peace Knowledge, and Conflict Resolution Skills

$10.00
SKU: JEDIC-1701

This quasi-experimental mixed method research attempts to investigate the effects of integrating peace education into the mathematics curriculum. A sample of 4 classes from 4 sample secondary schools in representative areas of Jamaica was selected. The treatment involved integrating peace education into a unit of mathematics lessons on statistics. The quantitative data were obtained through pre-test and post-test on mathematics. Qualitative data were obtained through interviews, student questionnaire surveys, classroom observation, and student and teachers’ reflections.

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A Model of Professional Development and Best Practice for Primary Science Teachers

$10.00
SKU: JEDIC-1701

This paper presents a two-phased, job-embedded, teacher professional development model (TPD) which employs action research and on-the-job professional support. The model is a response to evaluative research evidence which shows that in spite of their pre-service and in- service training, primary teachers’ traditional perspectives of science education persisted as a barrier to effective implementation of primary science curricula reform. The TPD differs from the Cascade model which is widely used in teacher training. That model transmits teacher learning.

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The Perceived Effects of Extra Lessons on Student Academic Achievement: A Quantitative Approach to Understanding Private/Public Supplementary Tutoring in Jamaica

$10.00
SKU: jedic 16-2-4

The mediocre performance of students in the Caribbean Secondary Examination Certificate (CSEC) examinations, particularly in mathematics, raises the question whether private/public tutoring – more popularly termed in Jamaica, extra lessons – can improve academic performance in secondary education. The 2009 Jamaican Survey on Living Conditions revealed that extra lessons are the third highest expense in household education expenditures, after transportation and lunches.

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A Comparative Analysis of Students’ Performance Using ICT in Blended versus Online Course Delivery

$10.00
SKU: cje 39-2

It is widely agreed that the scholarship of online education is not on par with the delivery of online education. This view is expressed given the increasing rate of technological developments, as well as the various pedagogical techniques and our inability to clearly understand the impact of various techniques on students’ performance. Although online education is gaining in popularity, there is the perception that it is inferior to other modes of delivery; but a major university in Jamaica has instituted numerous initiatives which seek to dispel this perception.

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Learning is Just a Click Away: A Case Study on the Introductory Use of Student Response Systems ("Clickers") in Higher Education

$10.00
SKU: cje 39-1

This case study documents a pilot project designed to describe the usefulness of Student Response Systems or clickers in promoting active learning at the tertiary level. A convenience sample of five lecturers and 140 students participated in the study over two semesters where lecturers were allowed to use clickers during class activity in whatever manner they chose. Results indicated that most participants felt that clickers helped to make courses more interactive and engaging. Nearly half of the students felt that clickers improved instructor-student communication.

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Price: $10.00

Applying the Theory of Planned Behaviour to Examine Hotel Managers’ Intentions to Offer Internship to TVET Students

$10.00
SKU: jedic 16-1-6

The study involved hotel managers within Jamaica. The study focused  on applying the theory of planned behavior (TPB) to examine managers’ intentions to offer internships in Jamaica. The Specific objective of the study was to determine the salient beliefs that motivate hotel managers to offer internships to hospitality management/TVET students in Jamaica. Qualitative data were collected using individual interviews guided by interview protocol. Thirteen managers participated in the interviews. Data were analyzed and reported using content analysis and reporting.

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Price: $10.00

Strategies to Incorporate STEM in TVET Education

$10.00
SKU: jedic 16-1-1

The buzz word in education today is “STEM”, especially in TVET circles where it appears to be critical in the development of technical minds. It has been argued that “STEM Education atempts to transform the typical teacher-centred classroom by encouraging a curriculum that is driven by problem-solving, discovery, exploratory learning, and requires students to actively engage a situation in order to find its solution” (Fioriello, 2011).

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Price: $10.00

Make Time to Play

$10.00
SKU: cje 37-4

Research worldwide has proven that play is an essential element of developmentally appropriate, high-quality, early childhood education programmes. Play provides benefits for cognitive, social, emotional, physical, and moral development for children from all socioeconomic, cultural, and linguistic  backgrounds. Play is at its best when consciously facilitated by skilled teachers and parents who understand what can be learned from observing children  at play and how play contributes to children’s mastery of concepts and skills.

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John A. Savage and the Establishment of Elementary Education in Jamaica, 1863–1879

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SKU: cje 24-1-1

The years 1863 to 1880 cover the period when the Welshman John A. Savage served as Her Majesty’s Inspector of Schools in Jamaica. Savage had been recruited by the Rev. J. M. Trew, first secretary of the Mico Trustees, shortly after full emancipation in the British colonies. Savage was to be trained as a teacher at the newly established Mico Institution in Jamaica. He began his training on September 23, 1839, and completed the course nine months later in June of the following year.

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