This doctoral thesis examines the levels of use and concerns of Grade one teachers through the use of quantitative and qualitative research methodologies. The Concerns Based Adoption Model was used as the basis for the analysis of the Levels of Use and Concerns. The quantitative dimension took the form of a survey of 94 teachers through the use of a questionnaire. The qualitative dimension of the thesis took the form of four case studies of teachers selected from the survey sample.

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.