This paper explores teachers’ experiences in implementing the Language Arts Alternative Pathway to Secondary Education (APSE) curriculum in a rural high school and the factors which influenced its implementation. The study employed a qualitative case study research design. Semi-structured interviews, observations of participants, and document analysis were used to gather data from six purposefully selected members of the Language and Literacy Department. The collected data were analysed using content analysis. The findings showed that teachers have varied experiences while practicing differentiated instruction during the implementation of the curriculum. The findings also revealed that teachers encountered challenges such as inadequate training, limited resources, and felt they had poor orientation to the curriculum—which led to uncertainty. Recommendations are made regarding how curriculum reforms should be introduced in schools and the role teachers should play in the implementation of any curriculum reform.
{"title":"Language Arts Teachers Pioneering the Implementation of an Alternative Pathway to Secondary Education Curriculum in Jamaica","authors":"Heada Nichalls-Spencer, Carmel Roofe","doi":"10.46425/c024501v1208","DOIUrl":"https://doi.org/10.46425/c024501v1208","url":null,"abstract":"This paper explores teachers’ experiences in implementing the Language Arts Alternative Pathway to Secondary Education (APSE) curriculum in a rural high school and the factors which influenced its implementation. The study employed a qualitative case study research design. Semi-structured interviews, observations of participants, and document analysis were used to gather data from six purposefully selected members of the Language and Literacy Department. The collected data were analysed using content analysis. The findings showed that teachers have varied experiences while practicing differentiated instruction during the implementation of the curriculum. The findings also revealed that teachers encountered challenges such as inadequate training, limited resources, and felt they had poor orientation to the curriculum—which led to uncertainty. Recommendations are made regarding how curriculum reforms should be introduced in schools and the role teachers should play in the implementation of any curriculum reform.","PeriodicalId":505707,"journal":{"name":"Caribbean Journal of Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139340820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a descriptive case study of students’ proficiency in argumentative writing prior to receiving instruction. Data were collected from students at two purposefully sampled traditional denominational schools, a boys’ secondary and a girls’ secondary school in Trinidad and Tobago. Teachers asked students to write an argumentative essay on a topic that they felt was within students’ prior knowledge. However, analysis of those essays revealed that most students needed “intensive support”; only 5.7% of writers needed “some support”. Findings pointed to the need for systematic instruction in argumentative genre features, audience awareness, use of discourse organizers, and cohesive devices. Fewer girls than boys required intensive support of their writing. The findings have implications for teachers’ pedagogical approaches to teaching argumentation, especially the amount of time that may be required for increasing students’ writing proficiency.
{"title":"Students’ Argumentative Writing Proficiency at Two High-Performing, Traditional Secondary Schools in Trinidad and Tobago","authors":"Krishna Seunarinesingh","doi":"10.46425/c014501f1187","DOIUrl":"https://doi.org/10.46425/c014501f1187","url":null,"abstract":"This paper presents a descriptive case study of students’ proficiency in argumentative writing prior to receiving instruction. Data were collected from students at two purposefully sampled traditional denominational schools, a boys’ secondary and a girls’ secondary school in Trinidad and Tobago. Teachers asked students to write an argumentative essay on a topic that they felt was within students’ prior knowledge. However, analysis of those essays revealed that most students needed “intensive support”; only 5.7% of writers needed “some support”. Findings pointed to the need for systematic instruction in argumentative genre features, audience awareness, use of discourse organizers, and cohesive devices. Fewer girls than boys required intensive support of their writing. The findings have implications for teachers’ pedagogical approaches to teaching argumentation, especially the amount of time that may be required for increasing students’ writing proficiency.","PeriodicalId":505707,"journal":{"name":"Caribbean Journal of Education","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139369710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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