This study presents the findings of a survey of faculty across the disciplines at the University of The Bahamas (UB) regarding the types of writing they assign students in their classes and the value they place on certain aspects of students’ writing when assessing student work. A major goal of the study is to build background knowledge about the state of writing instruction across the disciplines at UB to support the growth of a possible Writing Across the Curriculum (WAC) initiative.

Using ethnographic field-notes as stories and applying a critical perspective, the study in this paper locates school violence in communities, in relationships, and in school procedures. The author contends that the symbolic violence that surrounds how schools operate often goes unrecognised and uncontested. The findings displace the conventional notion that violence starts and ends with individual students, to show how community contexts, social relations and structures, and school procedures intersect to re-inscribe violent behaviour among some students.

This study investigated the perceptions, preparedness of, and the challenges encountered by teachers of English as they implemented the CSEC English SBA in Jamaican secondary schools for the first time. Data collected through a survey of 124 randomly selected teachers of English and analyzed using descriptive statistics, t-Tests, ANOVA, and crosstabulations showed that teachers had a predominantly negative perception of the CSEC English SBA. This negative perception was strongly and positively associated with the teachers’ being unprepared to implement the English SBA.

Any programme of sustainable development must include and should emphasize certification in technical, vocational education and training, and also create and support entrepreneurial opportunities for the youth. This research seeks to explore the perceptions, attitudes, experiences, and aspirations of twenty HEART Trust NTA Spa Therapy students while pursuing TVET certification at the HEART College of Beauty Services (HCBS) over 44 weekends.

There have been numerous debates on the effectiveness of the education system in fostering the knowledge, skills, values, and attitudes for active democratic citizens. This qualitative study investigated the views of secondary students in Jamaica on their perceptions of democracy, democratic citizenship, and citizenship education. The study also explored how the students viewed the state of democracy in their country and how their education has prepared them for their role as active democratic citizens.

Violence and indiscipline within schools is a serious problem which can undermine students’ intellectual, social, and moral development. Principal leadership within schools is a significant factor in changing school culture, including a culture of violence and indiscipline. In Jamaica, the Change from Within (CfW) programme – an intervention to address violence and anti-social behaviours within schools – supports capacity-building and leadership development among principals.

This paper seeks to analyse the validity of the Common Entrance Examination in modern times using qualitative analysis conducted through the lens of human capital and postcolonial theories in the light of male underachievement. This is achieved by highlighting the disparities between genders in achievement and placement in secondary schools based on the Common Entrance Examination.Results indicate that the Common Entrance Examination in Barbados appears to lack validity within the context of the twenty-first century and the issue of male underachievement.

The purpose of the research was to monitor the roll out of the Schools Positive Behaviour Management Programme (SPBMP), an approach which emphasises the reinforcement of positive behavioural norms as a means of building student-centred school environments. At each of the 16 schools (10 primary, 6 secondary) in the sample, data were collected from five sources: surveys with a sample of teachers, one-on-one interviews with principals and School Focal Points (SFPs), a school audit, and classroom observations.

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.

In an increasingly inclusive educational environment in which Caribbean governments have signalled their commitment to Education for All, teachers are expected to respond to students’ diversity through differentiated practice. There has been no empirical research about the response of practicing teachers involved in the UWI Diploma in Education programme to differentiated instruction.