Relevant bibliographies by topics / Policy in teacher education in Jamaica

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Academic literature on the topic 'Policy in teacher education in Jamaica'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Policy in teacher education in Jamaica"

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Miller, Paul, and Carmel G. Roofe. "'TEACHING TO THE HALO-EFFECT': SOCIAL JUSTICE ISSUES AMONG TRAINEE-TEACHERS AT ONE TEACHER TRAINING INSTITUTION IN JAMAICA." Problems of Education in the 21st Century 55, no. 1 (2013): 88–99. http://dx.doi.org/10.33225/pec/13.55.88.

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Social Justice themes have dominated education discourses over the decade of the 2000s with ideas ranging from equality in terms of gender, access to resources, teacher quality and the quality of students. These debates are not easily resolved and whereas concerns from policy makers and teacher-educators were often spotlighted, the opinions of teacher-trainees themselves were more or less absent from the discourse. This research sought to find out the views of teacher-trainees about their training experiences and how their interpretations of these experiences lead them to feel and act. This ex
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Bent-Cunningham, Claudine, and Daniel Allida. "Lived Experience of Literacy Coaches in the Technology-based Classrooms to improve Students’ Literacy among Non-traditional High Schools in Jamaica." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (April 16, 2021): 7–16. http://dx.doi.org/10.46606/eajess2021v02i02.0071.

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Purpose of the study: This research sought to investigate the extent to which the Alternative Pathways to Secondary Education (APSE) program implemented in Jamaica to address deficits in literacy has worked in addressing the apparent achievement gap which is so evident among students in Non- traditional High schools. The research also sought to determine what kind of support is needed for Literacy coaches and literacy teachers to maximize these students’ learning opportunities. This qualitative phenomenological study employed the thematic text analysis approach. This study selected pathway /li
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Peart, Moses, and Caryl J. Sheffield. "Technology Training for Teacher Education in Jamaica." Computers in the Schools 18, no. 4 (2001): 155–70. http://dx.doi.org/10.1300/j025v18n04_02.

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BALLOU, DALE, and MICHAEL PODGURSKY. "Education Policy and Teacher Effort." Industrial Relations 34, no. 1 (1995): 21–39. http://dx.doi.org/10.1111/j.1468-232x.1995.tb00358.x.

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Merson, Martin. "Teacher match and education policy." Journal of Education Policy 4, no. 2 (1989): 171–84. http://dx.doi.org/10.1080/0268093890040207.

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Coffman, Ann Nutter. "Teacher Agency and Education Policy." New Educator 11, no. 4 (2015): 322–32. http://dx.doi.org/10.1080/1547688x.2015.1087759.

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Menacker, Julius, Emanuel Hurwitz, and Ward Weldon. "Teacher Upgrading: Policy Alternatives." Educational Forum 50, no. 2 (1986): 123–35. http://dx.doi.org/10.1080/00131728609335745.

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Allen, Rebecca. "Education Policy." National Institute Economic Review 231 (February 2015): R36—R43. http://dx.doi.org/10.1177/002795011523100105.

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This article summarises the 2010–15 Coalition government's education policy, contrasting their attempts to liberalise education markets with the desire to impose a highly traditional curriculum. The government's quite radical reforms have not been easy to implement, taking place against severe budgetary constraints and a minority Coalition partner with ambitions to improve the educational outcomes of children from low income families. It could be argued that the reforms have been successfully implemented, and there is little prospect of wholesale reversal by any future government. However, the
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Barnes, Melissa. "Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia." Teaching and Teacher Education 106 (October 2021): 103440. http://dx.doi.org/10.1016/j.tate.2021.103440.

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Maguire, Meg. "Globalisation, education policy and the teacher." International Studies in Sociology of Education 12, no. 3 (2002): 261–76. http://dx.doi.org/10.1080/09620210200200093.

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Dissertations / Theses on the topic "Policy in teacher education in Jamaica"

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Jacobs, Patricia. "Graduates' Perceptions of an Early Childhood Education Teacher Training Program in Jamaica." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2733.

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Teacher training institutions in Jamaica have been introducing, developing, and revamping undergraduate degree programs. There is, however, little evaluation of these efforts. The purpose of this phenomenological study was to examine The Mico University College's early childhood education undergraduate degree program by exploring the lived experiences of its graduates. The research questions elicited from the participants their views about how changes were being implemented in the program, and how they impacted the institution's development and improvement, how major policy shifts related to c
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Dempster, Monica. "Teacher Educators' Perception of Character Education in Jamaica." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/501109.

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Educational Leadership<br>Ed.D.<br>This was a multi-case qualitative study, designed to investigate teacher educators’ perception of character education in Jamaica and how they enact character education in their classrooms. The study provided a localized version to the vast amount of research that has been conducted on character education in developed countries. Against the background of the significant role of teacher education, the study provided important insights regarding how teacher educators perceived, and enacted character education. Given the abstract nature of character education, a
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Chunnu, Winsome M. "Whither Are We Drifting? Primary Education Policy in Jamaica." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242393465.

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Thesis (Ph.D.)--Ohio University, June, 2009.<br>Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 280-293)
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Allen, Megan Marie. "Teacher Leadership in State Education Policy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.

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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learni
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Robinson, Euphemia Sophia. "Science Content Knowledge: A Component of Teacher Effectiveness in a Primary School in Jamaica." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4019.

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Empirical evidence from the National Education Inspectorate suggested that teachers at the primary school in this study in an island country in the Caribbean have inadequate science content knowledge. Students' average performance on the science Grade Six Achievement Test (GSAT) has been below 40% for the last 5 years. The purpose of this bounded case study, guided by Shulman's conceptual framework, was to understand teachers' science subject matter knowledge (SMK). The guiding questions focused on teachers' abilities to demonstrate components of Shulman's SMK during science teaching and lesso
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Llewellyn, Joan. "Teacher Efficacy and Instructional Attentiveness| Exploring Perspectives of Academic Advising at a Tertiary Institution in Jamaica." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690661.

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<p> The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. </p><p> This qualitative study explored how academic advising is related to teacher efficacy and i
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Mastrippolito, Liza Moritz. "Addressing Teacher Shortage: A Historical Policy Study on Teacher Credentialing in California." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/887.

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Teacher education enrollment has decreased 74% since 2013. Simultaneously, attrition rates have increased, with 20-50% of new teachers quitting within the first five years. These combined factors have brought California into a new teacher shortage, necessitating fast-track pathways to credentialing. Fast tracks and lowering of requirements often result in teachers not being prepared to teach as they begin their careers, and as data illustrates, children in high-poverty communities of color are those who are predominantly taught by non-credentialed teachers. This dissertation is a historical po
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Moran, Renee Rice. "The Changing Face of Teacher Evaluation: Teacher Perceptions of One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3604.

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The call for teacher improvement has recently moved into the realm of policy with the implementation of Race to the Top. RTTT challenged states to raise the bar of teacher effectiveness through the implementation of more rigorous evaluation procedures, which are tied in part to student achievement. Tennessee was one of the first states to implement this type of teacher evaluation policy. Therefore, the purpose of this study was to examine teacher perception and to explore the role of the teacher in policy implementation and the relationship to instructional decision making in the classroom. Re
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Berg-Jacobson, Alexander D. "Do Expenditures Excluding Teacher Salary Relate To Teacher Turnover? An Evaluation of this Relationship in New York City." Thesis, Georgetown University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554469.

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<p>Many people recognize inequity in educational resource allocation as a problem. It has been suggested this inequity stems from the consolidation of experienced teachers in low-poverty schools and higher teacher turnover rates at high-poverty schools. This paper uses an ordinary least-squares (OLS) regression to examine the relationship between school-level expenditures excluding teacher salary, and teacher turnover in New York City. The results of the analysis suggest that these expenditures have a statistically significant association with teacher turnover, and that, for the majority of th
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Ferris, Deborah Melchers. "Missed Opportunities and Connections in Teacher Learning." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300323.

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<p> The current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen-Moran &amp; Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. </p><p> Data were collected from interviews of 15 teacher educators. A process of open, axial, and substantive coding was applied to the da
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Books on the topic "Policy in teacher education in Jamaica"

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Nigeria. Federal Ministry of Education. National teacher education policy: Draft. Federal Ministry of Education, 2010.

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Nuttall, Joce, Alex Kostogriz, Mellita Jones, and Jenny Martin, eds. Teacher Education Policy and Practice. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4133-4.

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Xue, Eryong, and Jian Li. Teacher Education Policy in China. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2366-0.

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Mayer, Diane, ed. Teacher Education Policy and Research. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3775-9.

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Keith, Watson. Multicultural education: Debate, policy and teacher education. University of Nottingham School of Education, 1989.

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David, Hartley. Teacher appraisal: A policy analysis. Scottish Academic Press, 1992.

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Darling-Hammond, Linda. The evolution of teacher policy. Rand, 1988.

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Hill, Dave. What's left in teacher education: Teacher education, the radical left and policy proposals. Tufnell Press, 1991.

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Khan, Mohd Sharif. Teacher education in India and abroad. A P H Pub. Corp., 2010.

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Khan, Mohammad Sharif. Teacher education in India and abroad. A P H Pub. Corp., 2010.

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Book chapters on the topic "Policy in teacher education in Jamaica"

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Oancea, Alis, and Janet Orchard. "The Future of Teacher Education." In Education Policy. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118680544.ch6.

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Brandenburg, Robyn, Sharon McDonough, Jenene Burke, and Simone White. "Teacher Education Research and the Policy Reform Agenda." In Teacher Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_1.

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Cochran-Smith, Marilyn, Megina Baker, Stephani Burton, et al. "Teacher Quality and Teacher Education Policy." In International Handbook of Teacher Quality and Policy. Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-29.

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Wang, Lijia, Wei Shen, and Taisheng CAO. "Chinese Teacher Rotation Policy." In Encyclopedia of Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_260-1.

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Christ, Herbert. "Language Policy in Teacher Education." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4538-1_21.

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Youngs, Peter, Hong Qian, Sihua Hu, and Xueying Ji Prawat. "China’s Free Teacher Education Policy." In International Handbook of Teacher Quality and Policy. Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-30.

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Liu, Shiqing. "Teacher Education in China, Policy of." In Encyclopedia of Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_263-1.

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Li, Jun. "Why the Policy?" In Quest for World-Class Teacher Education? Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0837-5_4.

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Watkins, Amanda, and Verity Donnelly. "Connecting Research, Policy, and Practice to Promote Inclusive Education." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_38-1.

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Darling-Hammond, Linda, Dion Burns, Carol Campbell, A. Lin Goodwin, and Ee Ling Low. "International Lessons in Teacher Education." In International Handbook of Teacher Quality and Policy. Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-22.

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Conference papers on the topic "Policy in teacher education in Jamaica"

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Hinostroza Paredes, Yenny. "CHILEAN TEACHER EDUCATORS IN INITIAL TEACHER EDUCATION POLICY: A QUALITATIVE CONTENT ANALYSIS." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.009.

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Lilianti, Lilianti, Djam'an Satori, Aan Komariah, and Asep Suryana. "Analysis of Teacher Professional Education Policy and its Relation to the Development of Teacher Professionalism." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.64.

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Badrudin, Agus, Suharno, and Winarno. "Teacher Readiness towards the Latest Lesson Plan Policy in 2020." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. ACM, 2020. http://dx.doi.org/10.1145/3452144.3453735.

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Nguyen, Thi Phuong Lan. "TERTIARY ENGLISH LANGUAGE TEACHER EDUCATION IN VIETNAM: FROM POLICY TO PRACTICE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0636.

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Siraj, Dr, Sri Milfayetty, and Ibnu Hajar. "Implementation of Islamic School Culture Policy in Development of Teacher Professional Performance." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.155.

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Liang, Yunyan. "Research of Preschool Teacher Competency Model Construction and Its Evaluation Under Two-Child Policy." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.69.

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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the interv
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Suheni, Suheni, Jaenam Jaenam, Septya Suarja, and Zulkifli Zulkifli. "The Performance of School Leader Elements as Impact of the Implementation of Regional School Operational Assistance (Bosda) Policy." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.49.

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Rismita. "The Implementation of Tuition-Free School Policy Using Stake's Countenance Evaluation Model." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.110.

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Juwita, Ratna, and Ady Saefudin. "The Initial Managerial Competence of Teachers Nominated as School Principal Candidates and the Response of Educational Authorities to the Policy of Principal Preparation Program." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.93.

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Reports on the topic "Policy in teacher education in Jamaica"

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Lee, Soohyung, and Anna Koh. Lessons for Latin America from Comparative Education: South Korea’s Teacher Policy. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002322.

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Baroni, Alice, Melinda Dooly, Pilar Garcés García, et al. Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.29.9782490057337.

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Baroni, Alice, Melinda Dooly, Pilar Garcés García, et al. Executive summary – the key findings from the EVALUATE European policy experiment project on the impact of virtual exchange on initial teacher education. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.30.9782490057344.

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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uga
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