2012
DOI: 10.1007/s11159-012-9281-9
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Resource and Technology: A beacon for change in the reform of Jamaica’s secondary education system – or a “pipedream”?

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Cited by 7 publications
(19 citation statements)
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“…However, Le adds that although each individual activity followed LCP tenets, the overall experience of the students may not have been learner‐centred, because the teachers' instructional guides only directed the teachers towards superficial changes. In contrast, 13 texts reported examples of appropriate and useful resources (e.g., Niesz & Krishnamurthy, 2013 in India; Stronkhorst & van den Akker, 2006 in Eswatini) with some studies stressing the importance of useful teacher guides and support material (e.g., Di Biase, 2019b in the Maldives; Gado, 2005 in Benin; Jennings, 2012 in Jamaica).…”
Section: Resultsmentioning
confidence: 99%
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“…However, Le adds that although each individual activity followed LCP tenets, the overall experience of the students may not have been learner‐centred, because the teachers' instructional guides only directed the teachers towards superficial changes. In contrast, 13 texts reported examples of appropriate and useful resources (e.g., Niesz & Krishnamurthy, 2013 in India; Stronkhorst & van den Akker, 2006 in Eswatini) with some studies stressing the importance of useful teacher guides and support material (e.g., Di Biase, 2019b in the Maldives; Gado, 2005 in Benin; Jennings, 2012 in Jamaica).…”
Section: Resultsmentioning
confidence: 99%
“…In India, Brinkmann (2019) argued that teacher‐centred beliefs were apparent at all levels of the education system, including policy officials, thus making reform down to the classroom level even more challenging. In certain cases, centralised school inspections imposed pressures on teachers and schools to complete the curriculum (e.g., Haser & Star, 2009 in Turkey; Jennings, 2012 in Jamaica). In contrast, Rogan and Aldous (2005) reported a distinct lack of school monitoring in South Africa, the absence of which was seen as a constraint.…”
Section: Resultsmentioning
confidence: 99%
“…Career education was to be infused into all areas. R&T was organized around five elements that integrated technical vocational subjects that were previously taught discretely and involved the use of a teaching-learning approach based on themes (The five elements are: Agriculture and the Environment, Home and Family Management, Product Design and Development, Resource Management (including Information Technology) and Visual Arts (see Jennings, 2012).). To achieve integration, teachers of the five elements had to engage in cooperative planning.…”
Section: The Reform Of Secondary Education (Jamaica)mentioning
confidence: 99%
“…They adapted the CSEC syllabi to begin early preparation for those examinations in grades 7-9 (Jennings, 1998). This included the syllabi for selected technical-vocational subjects such as Business Studies which was taught discretely instead of integrated in R&T as Resource Management (Jennings, 2012).…”
Section: A Poorer Quality Of Education For the Lower Social Classmentioning
confidence: 99%
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