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literacy

Improving Practice: Exploring the Effectiveness of Differentiated Instruction in a Standard 1 Belizean Classroom

$10.00
SKU: cje-43-2-4

The purpose of this study was to examine the effectiveness of using differentiated instruction to improve students’ overall reading abilities in a Standard 1 Belizean classroom. Data were collected by conducting teacher interviews, pre- and post-literacy assessment, and analysis of teachers’ weekly reading plans. The pre- and post-tests assessed students in three areas: phonological awareness, phonics, and reading comprehension.

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Price: $10.00

The Use of Rhymes and Jingles to Improve Phonemic Awareness: A Foundation for Early Childhood Literacy Development in Belize

$10.00
SKU: cje-43-2-3

Phonemic awareness is considered by many educators to be the critical fundamental tenet for childhood literacy. However, the challenging aspect of teaching young children is to teach in such a way that it becomes fun-filled, memorable, and relatable for them, thus ensuring lifelong learning. The results of this study showed that nursery rhymes and jingles could improve children’s phonemic awareness in an ethnically diverse setting.

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Price: $10.00

Literacy Perspectives in the Caribbean: Imperatives for Research and Practice

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SKU: cje-32-1-3

This paper highlights works published in the Caribbean Journal of Education (CJE) from literacy and language arts scholars on that special  group  of  islands in the Western  Hemisphere  called the Caribbean. It is a territory that received the first documented European visit in 1492 when Columbus landed in what he named “San Salvador”.

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The need for a Broader View of Student Readiness for Secondary Education: An Analysis of Performance in the Grade Six Achievement Test

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SKU: cje-31-2-3

The Grade Six Achievement Test (GSAT) in Jamaica is administered to students in the year in which they are expected to conclude their primary education. It assesses students for placement in secondary schools, where they are expected to continue their education by building on the foundation that they received at the primary level.

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Performance in Caribbean Classrooms: An Instrument for Assessing Teachers of Language and Literacy

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SKU: cje-31-2-1

This paper reports on the development of an observation instrument that is designed to assess teachers of language and literacy in the Caribbean, and to provide an avenue for feedback to these teachers. The instrument contains four broad dimensions (planning, execution, classroom environment, and reflection), each with several items that are based on literature in the field, and validated by literacy professionals in the Caribbean. The items on the instrument were piloted across the region and modified before the final version was produced.

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Literacy and Learning through Literature in the Junior Years: A Prototype Project

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SKU: cje-28-1-4

Literacy acquisition and development among primary-age children is a main focus of inquiry and research for different institutions and organizations in the Caribbean. In Jamaica, educational bodies such as the School of Education, University of the West Indies, and the Ministry of Education, Youth and Culture (MOEYC), have implemented literacy projects like the Language Materials Workshop (LMW), the New Horizon Project, the Jamaica All-Age School Project, and UNICEF-Jamaica Literacy through Literature in Zone 40, Clarendon (Webster and Walters 1998).

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Constraints on Educational Development: A Guyanese Case Study

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SKU: JEDIC-9-12-2

In Guyana it is recognised that the output of schooling at all levels starting at the primary level is inadequate to meet the challenges of the 21st century. This paper describes an attempt by the author, as Director of the National Centre for Educational Resource Development to address the problem of literacy at the primary level through curriculum development, specifically the use of Skills Reinforcement Guides.

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Talking 'bout a (digital) Revolution: New Literacies, New Practices for New Times

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SKU: JEDIC-10-1-3

This paper reflects on the ways in which traditional notions of literacy are being challenged by new technologies, arguing that alongside a re-conceptualization of literacy, educators need to re-think literacy curriculum content and their approaches to teaching. Taking a view of literacy as a social practice, it discusses how increasing numbers of people in technologically rich environments are taking opportunities to produce complex digital texts as part of their everyday life.

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Stories that Transform Teachers: The Use of Fiction in Teacher Education Programmes

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SKU: cje-36-1-2-5

Through the ages, storytellers have known that well-told ‘complicated stories’ are, first and foremost, a source of entertainment for people of all ages. However, research suggests that, even as we are entertained by fiction, we benefit from listening to or reading fiction in other ways as well. Fiction illuminates ‘imagined-worlds,’ and socially constructed perspectives of identity and culture as it guides readers into critiquing portrayals of self and others, minimizing the caricaturing of the ‘Other’ (Clifford & Kalyanpur, 2011).

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The Role of Law in Language Education Policy: The Jamaican Situation

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SKU: cje-29-2-9

Although the Language Education Policy 2001 (LEP) developed by the ministry responsible for education in Jamaica has not passed through all the channels for official adoption, it represents the clearest indication yet of an articulated national policy on language education by the government of Jamaica. The aim of the draft policy is to provide a framework for dealing with language concerns in educational institutions with a view to improving language and literacy proficiency.

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