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Author: Eleanor J. Blair
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
Nowhere is teachers’ lives and work more challenging than in Jamaican schools. Teachers in Jamaica are regularly faced with limited resources and challenging students. Teacher pay has been historically low and current conditions continue a long tradition of providing minimal compensation for teachers’ work. Recent school reform efforts has been successful in producing a teaching force that is better educated than ever before, and yet, teachers are seldom given the autonomy in decision-making and/or respect that accompanies the work of comparable professions. Coupled with these issues, teachers regularly face hunger, poverty, behavioral issues and a lack of parental support as part and parcel of their experience in 21st century schools. If teachers are perceived as having low professional status, it is not surprising that they are often blamed for the shortcomings of Jamaican schools. The citizens of Jamaica are firmly committed to the notion that “every child can learn, every child must learn;” however, the reality is that while all children can learn, many children do not learn in this country where the allocation of resources favors the rich and disowns the poor. Public schools in Jamaica vary tremendously across the fourteen parishes. Geography and social class regularly determine both the context and circumstances of teachers’ work, and yet, discussions of teachers seldom acknowledge the differences. There is a place for a more in-depth examination of teachers’ work and teachers’ lives in Jamaica where a consideration of the emergence of teacher leadership and higher professional status can intersect with a vision of new roles and responsibilities for teachers. While many of the reports on Jamaican education consider the role of administrative leaders, there is an absence of any discussion of the role of teacher leaders is school reform. It is interesting that a country can advocate for higher levels of teacher preparation and an upgrading of the professional status of teachers, and yet, ignore the potential power of teachers as major actors directing efforts to reform the schools. Teachers acting as leaders, in a profession dominated by women, would challenge the status quo and usurp preconceived notions regarding the work of teachers. In this book, 21st century descriptions of teachers’ lives and work will accompany a consideration of how the transformation of the teaching profession could positively impact both schools and classrooms across the island.
Author: Eleanor Blair
Publisher: Information Age Publishing
ISBN: 9781648024092
Category : Education
Languages : en
Pages : 592
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Book Description
"The proposed volume brings together leading scholars in Caribbean education to focus on 21st century issues and concerns, specifically as they relate to educational research, theory, policy, and practice. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of Caribbean nations. For the purposes of this study, the Caribbean will be considered to be the Greater and Lesser Antilles. The Greater Antilles includes the five larger islands (and six countries) of the northern Caribbean, including the Cayman Islands, Cuba, Hispaniola (Haiti and the Dominican Republic), Puerto Rico, and Jamaica. The Lesser Antilles includes the Windward and Leeward Islands which are inclusive of Barbados, St. Vincent, Trinidad and Tobago along with several other islands. As such, each chapter will provide perspectives on the history and sociology of the Caribbean recognizing that each island has its own unique "story." The Handbook will attempt to capture the current breadth and depth of knowledge about Caribbean education while providing a comprehensive description of the current educational landscape and direction for future work and needs. Depending on the response to a call for chapters, the handbook will be organized either by countries or issues. Potential topics include: the politics of language, social justice issues, culturally relevant pedagogy, race and gender issues, teaching profession, technology, leadership, high stakes testing, universal education, inclusive education, safe schools, financing schools etc. The objectives of the book are the following: To describe the intersection of Caribbean education with contemporary global issues and concerns. To identify broad-based foundational research (history and sociology) on Caribbean education. To identify research on key issues (theory, policy and practice) impacting Caribbean schools. To articulate a vision of 21st century Caribbean education. The purposes of the book are the following: The book will fill a vacuum in the literature on 21st century Caribbean education. A book of this type is long overdue and will make a significant contribution to broader, cross-ultural considerations of education. The book will inform efforts to communicate a uniquely Caribbean vision of 21st century schools and education. The book will challenge educators and policy-makers to re-consider the role and place of Caribbean schools in larger political and economic contexts. The proposed book is intended for an academic audience. The authors of the book have extensive experience working and living in the Caribbean. Dr. Blair has been teaching Jamaican teachers (undergraduate and graduate) for 25 years through the Western Carolina University-Jamaica Program. Approximately 100 students participate in this program annually. Dr. Williams Has taught and lived in the Caribbean and is a graduate of Erdiston Teachers' Training College in Barbados, and of the University of the West Indies, Kingston, Jamaica. This book would be a valuable resource for education students at the University of the West Indies in Kingston and in other Caribbean Islands as well as a wide range of post-secondary Caribbean institutions that train teachers. In addition to Caribbean institutions, there are scores of education programs across the Caribbean that are serviced by American universities; this would be a useful resource for these institutions. As such, there is the potential for this book to meet the needs of a large audience of teacher educators"--
Author: Eleanor J. Blair
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
Nowhere is teachers’ lives and work more challenging than in Jamaican schools. Teachers in Jamaica are regularly faced with limited resources and challenging students. Teacher pay has been historically low and current conditions continue a long tradition of providing minimal compensation for teachers’ work. Recent school reform efforts has been successful in producing a teaching force that is better educated than ever before, and yet, teachers are seldom given the autonomy in decision-making and/or respect that accompanies the work of comparable professions. Coupled with these issues, teachers regularly face hunger, poverty, behavioral issues and a lack of parental support as part and parcel of their experience in 21st century schools. If teachers are perceived as having low professional status, it is not surprising that they are often blamed for the shortcomings of Jamaican schools. The citizens of Jamaica are firmly committed to the notion that “every child can learn, every child must learn;” however, the reality is that while all children can learn, many children do not learn in this country where the allocation of resources favors the rich and disowns the poor. Public schools in Jamaica vary tremendously across the fourteen parishes. Geography and social class regularly determine both the context and circumstances of teachers’ work, and yet, discussions of teachers seldom acknowledge the differences. There is a place for a more in-depth examination of teachers’ work and teachers’ lives in Jamaica where a consideration of the emergence of teacher leadership and higher professional status can intersect with a vision of new roles and responsibilities for teachers. While many of the reports on Jamaican education consider the role of administrative leaders, there is an absence of any discussion of the role of teacher leaders is school reform. It is interesting that a country can advocate for higher levels of teacher preparation and an upgrading of the professional status of teachers, and yet, ignore the potential power of teachers as major actors directing efforts to reform the schools. Teachers acting as leaders, in a profession dominated by women, would challenge the status quo and usurp preconceived notions regarding the work of teachers. In this book, 21st century descriptions of teachers’ lives and work will accompany a consideration of how the transformation of the teaching profession could positively impact both schools and classrooms across the island.
Author: Livingstone Thompson
Publisher: UPA
ISBN: 076186752X
Category : History
Languages : en
Pages : 129
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Book Description
When we forget, we run the risk if reinventing the wheel. Jamaica in the 21st Century: Revisiting the First Decade is a challenge and a reminder, lest we forget what ground has been covered in Jamaica’s social, political and religious life, particularly at the onset of the 21st century. Trawling through public discourse and debates in Jamaica, the book distils and surfaces the main issues that captured the attention of the public: gambling, homosexuality and human sexuality, education, crime, violence, the church and politics, to name a few. Many of the issues that preoccupy us at this time are issues that have been addressed before. It might be of use to familiarise ourselves with the earlier discussion. This book then is a sort of archaeological and socio-historical enterprise, designed to aid memory and, if possible, to help us see the progress we have made and avoid reinvention of the wheel.
Author: W. Val Chambers
Publisher:
ISBN: 9789768029249
Category : Education
Languages : en
Pages : 104
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Book Description
Author: Jamaica Teacher's Association International Education Conference
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 42
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Book Description
Author: Eleanor J. Blair
Publisher: Iap ] Information Age Publishing Incorporated
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Nowhere is teachers' lives and work more challenging than in Jamaican schools. Teachers in Jamaica are regularly faced with limited resources and challenging students. Teacher pay has been historically low and current conditions continue a long tradition of providing minimal compensation for teachers' work. Recent school reform efforts has been successful in producing a teaching force that is better educated than ever before, and yet, teachers are seldom given the autonomy in decision-making and/or respect that accompanies the work of comparable professions. Coupled with these issues, teachers regularly face hunger, poverty, behavioral issues and a lack of parental support as part and parcel of their experience in 21st century schools. If teachers are perceived as having low professional status, it is not surprising that they are often blamed for the shortcomings of Jamaican schools. The citizens of Jamaica are firmly committed to the notion that "every child can learn, every child must learn;" however, the reality is that while all children can learn, many children do not learn in this country where the allocation of resources favors the rich and disowns the poor. Public schools in Jamaica vary tremendously across the fourteen parishes. Geography and social class regularly determine both the context and circumstances of teachers' work, and yet, discussions of teachers seldom acknowledge the differences. There is a place for a more in-depth examination of teachers' work and teachers' lives in Jamaica where a consideration of the emergence of teacher leadership and higher professional status can intersect with a vision of new roles and responsibilities for teachers. While many of the reports on Jamaican education consider the role of administrative leaders, there is an absence of any discussion of the role of teacher leaders is school reform. It is interesting that a country can advocate for higher levels of teacher preparation and an upgrading of the professional status of teachers, and yet, ignore the potential power of teachers as major actors directing efforts to reform the schools. Teachers acting as leaders, in a profession dominated by women, would challenge the status quo and usurp preconceived notions regarding the work of teachers. In this book, 21st century descriptions of teachers' lives and work will accompany a consideration of how the transformation of the teaching profession could positively impact both schools and classrooms across the island.
Author: John R. C. Haughton
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 32
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Book Description
Author: Carmel Roofe
Publisher: Springer Nature
ISBN: 3030994503
Category : Education
Languages : en
Pages : 100
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Book Description
This book offers first-person narratives of teachers’ curriculum encounters. The reflections of teachers are presented using Pinar’s Method of Currere as a tool for undertaking deep analysis of teachers’ curriculum encounters. The Method of Currere allows teachers to embody curriculum in all its forms, allowing for reflection on encounters in the formal, informal, hidden curriculum and beyond. The book aims to provide readers with a broad understanding of curriculum as the lived experience encapsulating the educational, personal, and professional life of the teacher. In this way teachers are able to trace and make sense of the development of their knowledge and make changes that lead to the continuous offering of quality education. The book will be of interest to students, scholars and practitioners involved in curriculum studies, teacher education/training, teaching, and general education.
Author: People's National Party (Jamaica)
Publisher:
ISBN:
Category : Jamaica
Languages : en
Pages : 28
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Book Description
Author: Camuy G. Heremuru Dsl
Publisher:
ISBN: 9781478703501
Category : Education
Languages : en
Pages : 178
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Book Description
Jamaica seems more poised on the edge of being labeled a failed State rather than on the brink of being labeled a successful nation. It is a country that continues to struggle in its attempts to move away from a past and a present marred by economic crisis. It is a country whose politics continue to shape the environment in which educational organizations operate. These challenges, coupled with increased scope and speed of globalization and technological advancements have contributed to the creation of an education sector that is not viable for sustaining the economy. In order to combat these challenges, leaders and stakeholders in the educational arena should develop skills that will equip them to gain a better understanding of the cultural, technological and political factors shaping their environment. Once this step is completed it will be necessary to identify and implement techniques that will assist in creating organizations capable of generating human capital as well as preparing citizens to function in a globally competitive environment. This manuscript offers an assessment of some of the factors affecting educational organizations in Jamaica. It looks at the impact of these factors on the education process and identifies a seven step approach that leaders can utilize to assist in creating and maintaining organizations that are more conducive to the needs of contemporary and future Jamaica. The seven step approach is based on theory as well as an analysis of techniques used by countries such as Barbados and Singapore; countries that bear marked similarities to Jamaica in economic, political, colonial and educational struggles, but have managed to create an educational system that seems to be more effective in responding to the demands of the 21st century. The seven techniques are: (1) Recognize the need for change (2) Incorporate leadership (3) Embrace creativity and innovation (4) Utilization of scenario planning (5) Promote rest and renewal (6) Encourage s
