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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Olson, Gerald, Anthony Barresi, and David Nelson. "Music Teacher Education: Practice to Policy." Design For Arts in Education 93, no. 4 (1992): 36–45. http://dx.doi.org/10.1080/07320973.1992.9936685.

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12

Sawyer, Wayne, Michael Singh, Christine Woodrow, Toni Downes, Christine Johnston, and Diana Whitton. "Robust Hope and Teacher Education Policy." Asia-Pacific Journal of Teacher Education 35, no. 3 (2007): 227–42. http://dx.doi.org/10.1080/13598660701447197.

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13

Skelton, Christine. "Gender, policy and initial teacher education." Gender and Education 19, no. 6 (2007): 677–90. http://dx.doi.org/10.1080/09540250701650599.

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14

BIRCKBICHLER, DIANE W. "Foreign Language Policy and Teacher Education." ANNALS of the American Academy of Political and Social Science 532, no. 1 (1994): 177–89. http://dx.doi.org/10.1177/0002716294532001013.

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15

Nero, Shondel J. "De facto language education policy through teachers’ attitudes and practices: a critical ethnographic study in three Jamaican schools." Language Policy 13, no. 3 (2013): 221–42. http://dx.doi.org/10.1007/s10993-013-9311-x.

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16

Roofe, Carmel. "Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation." Social Responsibility Journal 14, no. 4 (2018): 816–27. http://dx.doi.org/10.1108/srj-10-2017-0202.

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Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service te

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17

O’Sullivan, Mary, and Melissa Parker. "Physical education teacher education in a global policy space." Curriculum Studies in Health and Physical Education 9, no. 1 (2018): 2–6. http://dx.doi.org/10.1080/18377122.2018.1425119.

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18

Rosenberg, Michael S., and Christine Walther-Thomas. "Innovation, Policy, and Capacity in Special Education Teacher Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37, no. 1 (2014): 77–82. http://dx.doi.org/10.1177/0888406413516809.

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19

Park Jong Pil, 박균열, and Cho,Heung-Soon. "Character Education Policy and Teacher Education in the U.S." Journal of Korean Teacher Education 32, no. 4 (2015): 1–21. http://dx.doi.org/10.24211/tjkte.2015.32.4.1.

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20

Kivinen, Osmo, and Risto Rinne. "Finnish Higher Education Policy and Teacher Training." Paedagogica Historica 34, sup1 (1998): 447–70. http://dx.doi.org/10.1080/00309230.1998.11434897.

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21

Butcher, John, Indra Sinka, and Geoff Troman. "Exploring diversity: teacher education policy and bilingualism." Research Papers in Education 22, no. 4 (2007): 483–501. http://dx.doi.org/10.1080/02671520701651102.

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22

Dana, Thomas M., Vincent N. Lunetta, and Section Coeditors. "Science teacher education section—editorial policy statement." Science Education 78, no. 3 (1994): 209–11. http://dx.doi.org/10.1002/sce.3730780303.

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23

Sleeter, Christine. "Toward Teacher Education Research That Informs Policy." Educational Researcher 43, no. 3 (2014): 146–53. http://dx.doi.org/10.3102/0013189x14528752.

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24

Condie, Scott, Lars Lefgren, and David Sims. "Teacher heterogeneity, value-added and education policy." Economics of Education Review 40 (June 2014): 76–92. http://dx.doi.org/10.1016/j.econedurev.2013.11.009.

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25

Robinson, Maureen. "Teacher Education Policy in South Africa: The voice of teacher educators." Journal of Education for Teaching 29, no. 1 (2003): 19–34. http://dx.doi.org/10.1080/0260747022000057954.

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26

Arnet-Clark, Illya, Rosemary Smeets-Cowan, and Jürgen Kühnis. "Competences in Teacher Education at Schwyz University of Teacher Education (PHSZ), and the Swiss Education Policy." e-Pedagogium 15, no. 2 (2015): 88–99. http://dx.doi.org/10.5507/epd.2015.019.

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27

Avalos, Beatrice, and Martín Bascopé. "Future teacher trajectory research: Its contribution to teacher education and policy." Education as Change 18, sup1 (2014): S19—S32. http://dx.doi.org/10.1080/16823206.2013.877353.

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28

White, Simone. "Teacher education research and education policy-makers: an Australian perspective." Journal of Education for Teaching 42, no. 2 (2016): 252–64. http://dx.doi.org/10.1080/02607476.2016.1145369.

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29

Skilbeck, Adrian, and Jeff Stickney. "Section 1 Environmental Sustainability Education in Teacher Education and Policy." Journal of Philosophy of Education 54, no. 4 (2020): 807. http://dx.doi.org/10.1111/1467-9752.12514.

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30

Lillejord, Sølvi, Eyvind Elstad, and Håkon Kavli. "Teacher evaluation as a wicked policy problem." Assessment in Education: Principles, Policy & Practice 25, no. 3 (2018): 291–309. http://dx.doi.org/10.1080/0969594x.2018.1429388.

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31

McNergney, Robert F., Donald M. Medley, and Michael S. Caldwell. "Making and Implementing Policy on Teacher Licensure." Journal of Teacher Education 39, no. 3 (1988): 38–44. http://dx.doi.org/10.1177/002248718803900308.

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32

Munn, Pamela. "Teacher Involvement in Curriculum Policy in Scotland." Educational Review 47, no. 2 (1995): 209–17. http://dx.doi.org/10.1080/0013191950470208.

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33

Martišauskienė, Elvyda. "Teacher Education Versus Teacher Training." Pedagogika 122, no. 2 (2016): 17–32. http://dx.doi.org/10.15823/p.2016.18.

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The teacher occupies a special place in the history of any nation or the whole humankind because s/he educates and develops creators of the future. Therefore, it is necessary to understand fundamental concepts because their definition is a significant factor in the development of science and, to a big extent, predetermines the efficiency of problem solutions. This is particularly important for educational sciences, which imply human spiritual powers that exceed the cause-effect relationship. The category of ugdymas (education) was introduced by S. Šalkauskis during the period of the Inde

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34

Bartlett, Maggie, Amy Otis-Wilborn, and Lacey Peters. "Bending or Breaking: Appropriating edTPA Policy in Special Education Teacher Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 4 (2017): 287–98. http://dx.doi.org/10.1177/0888406417720188.

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The Teacher Performance Assessment (edTPA) has been widely adopted in schools of higher education across the United States. Different state education departments have set policies, to varying degrees, that determine the outcomes for passing the edTPA, with some requiring a passing score to obtain licensure. As a result of the high-stakes nature of the edTPA, teacher education programs are taking steps to support teacher candidates as they navigate this process. The adoption of edTPA, however, is not without obstacles and has become complicated in the process of implementation. The purpose of t

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35

Fernández, M. Beatriz. "Framing teacher education: Conceptions of teaching, teacher education, and justice in Chilean national policies." education policy analysis archives 26 (March 12, 2018): 34. http://dx.doi.org/10.14507/epaa.26.2806.

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Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile’s teacher preparation policies between 2008-2015. It also analyzes the narrative stories implicit in these policy documents. Analysis of the documents shows that national policies emphasize a content knowledge for teaching and teacher education and conceptualize justice as an issue of access to quality teachers. These approaches to teaching, tea

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36

,, Parul, and Dr Madhulika S. Patel. "Redefining Teacher Education in India." SMART MOVES JOURNAL IJELLH 7, no. 11 (2019): 16. http://dx.doi.org/10.24113/ijellh.v7i11.10116.

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Professional development of a teacher is a continuous process. Quantitative and qualitative debate may hinder our approach to fill the deep crevices between theory and practice regarding teacher development. Reflective teaching practice and improvement of environment for CPD predetermines for unanimity in variations. Upgrading national policy on education teachers’ training institutions and creating centre of excellence are among few expected ways to meet the challenges. Integration of information and communication technology in education and stimulation of quality assurance system may support

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37

Harris, Douglas N. "Would Accountability Based on Teacher Value Added Be Smart Policy? An Examination of the Statistical Properties and Policy Alternatives." Education Finance and Policy 4, no. 4 (2009): 319–50. http://dx.doi.org/10.1162/edfp.2009.4.4.319.

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Annual student testing may make it possible to measure the contributions to student achievement made by individual teachers. But would these “teacher value-added” measures help to improve student achievement? I consider the statistical validity, purposes, and costs of teacher value-added policies. Many of the key assumptions of teacher value added are rejected by empirical evidence. However, the assumption violations may not be severe, and value-added measures still seem to contain useful information. I also compare teacher value-added accountability with three main policy alternatives: teache

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38

Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiven

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39

Laitsch, Daniel A., Elizabeth E. Heilman, and Paul Shaker. "Teacher Education, Pro-Market Policy and Advocacy Research." Teaching Education 13, no. 3 (2002): 251–71. http://dx.doi.org/10.1080/1047621022000023253.

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40

Alexiadou, Nafsika, and Jane Essex. "Teacher education for inclusive practice – responding to policy." European Journal of Teacher Education 39, no. 1 (2015): 5–19. http://dx.doi.org/10.1080/02619768.2015.1031338.

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41

Nurhattati, Nurhattati, Matin Matin, Agung Dharmawan Buchdadi, and Choirul Fuad Yusuf. "Teacher Certification in Indonesia: An Education Policy Analysis." Universal Journal of Educational Research 8, no. 5 (2020): 1719–30. http://dx.doi.org/10.13189/ujer.2020.080508.

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42

Knight, Stephanie L., Gwendolyn M. Lloyd, Fran Arbaugh, et al. "Advancing Research, Practice, and Policy in Teacher Education." Journal of Teacher Education 62, no. 5 (2011): 429. http://dx.doi.org/10.1177/0022487111425783.

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43

Wiseman, Donna L. "The Intersection of Policy, Reform, and Teacher Education." Journal of Teacher Education 63, no. 2 (2012): 87–91. http://dx.doi.org/10.1177/0022487111429128.

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44

Anuradha, R. V. "Teacher education and pedagogy: theory, policy and practice." Compare: A Journal of Comparative and International Education 46, no. 2 (2015): 335–37. http://dx.doi.org/10.1080/03057925.2015.1074832.

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45

Marshall, Catherine. "Teacher Unions and Gender Equity Policy for Education." Educational Policy 16, no. 5 (2002): 707–30. http://dx.doi.org/10.1177/089590402237310.

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46

Earley, Penelope M. "Finding the Culprit: Federal Policy and Teacher Education." Educational Policy 14, no. 1 (2000): 25–39. http://dx.doi.org/10.1177/0895904800014001004.

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47

Lilja, Peter. "The Politics of Teacher Professionalism: Intraprofessional Boundary Work in Swedish Teacher Union Policy." Policy Futures in Education 12, no. 4 (2014): 500–512. http://dx.doi.org/10.2304/pfie.2014.12.4.500.

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48

White, Simone. "Once were teachers? Australian teacher education policy and shifting boundaries for teacher educators." European Journal of Teacher Education 42, no. 4 (2019): 447–58. http://dx.doi.org/10.1080/02619768.2019.1628214.

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49

Hinostroza-Paredes, Yenny. "Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy." education policy analysis archives 28 (November 30, 2020): 180. http://dx.doi.org/10.14507/epaa.28.5201.

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This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while re

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50

Kraft, Matthew A. "Teacher Layoffs, Teacher Quality, and Student Achievement: Evidence from a Discretionary Layoff Policy." Education Finance and Policy 10, no. 4 (2015): 467–507. http://dx.doi.org/10.1162/edfp_a_00171.

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Most teacher layoffs during the Great Recession were implemented following inverse-seniority policies. In this paper, I examine the implementation of a discretionary layoff policy in Charlotte Mecklenburg Schools. Administrators did not uniformly lay off the most or least senior teachers but instead selected teachers who were previously retired, late-hired, unlicensed, low-performing, or nontenured. Using quasi-experimental variation within schools across grades, I then estimate the differential effects of teacher layoffs on student achievement based on teacher seniority and effectiveness. Mat

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