New Release
Access, Equity, and Performance
Articles
Special and inclusive education in the Eastern Caribbean: policy practice and provision
The National Policy on the Teaching of Reading seeks to establish clear guidelines and principles for the delivery of reading instruction in Barbadian schools. The policy provides a framework for the implementation of curriculum
initiatives in a way that extends literacy opportunities for all students and contributes to national development. The document will provide some background to the issue, outline the general policy to be observed in schools and also identify the specific instructional focus, which should be followed at particular class levels.
A Qualitative Study of School Counseling in Barbados: A Focused Ethnography
The National Policy on the Teaching of Reading seeks to establish clear guidelines and principles for the delivery of reading instruction in Barbadian schools. The policy provides a framework for the implementation of curriculum
initiatives in a way that extends literacy opportunities for all students and contributes to national development. The document will provide some background to the issue, outline the general policy to be observed in schools and also identify the specific instructional focus, which should be followed at particular class levels.
The secondary headship: Perceptions, conceptions, performance and reactions of headteachers in Barbados
The National Policy on the Teaching of Reading seeks to establish clear guidelines and principles for the delivery of reading instruction in Barbadian schools. The policy provides a framework for the implementation of curriculum
initiatives in a way that extends literacy opportunities for all students and contributes to national development. The document will provide some background to the issue, outline the general policy to be observed in schools and also identify the specific instructional focus, which should be followed at particular class levels.
Reports
An Investigation into the Factors that Influence Students’ Academic Performance: Home and School Factors – ST. VINCENT AND THE GRENADINES COUNTRY REPORT
Educational practices that originated during the colonial era, when Caribbean nations were under European rule, persist today despite their misalignment with the modern Caribbean context. Recently, there has been a movement towards evidence-informed policymaking to address these outdated practices. An evidence-based approach is crucial for small island developing states with limited resources, such as St Vincent and the Grenadines. This study is a partial response to the growing demand for empirical data to support policymaking. It aims to provide insights into the home and school factors influencing students’ academic progress in St Vincent and the Grenadines. Phase One of the study, conducted in 2017, received funding from the Board of Graduate Studies, The University of the West Indies, while Phase Two, carried out in 2024, was funded by the United States Agency for International Development (USAID).
An Investigation into the Factors that Influence Students’ Academic Performance: Home and School Factors – ST KITTS AND NEVIS COUNTRY REPORT
Educational practices that originated during the colonial era, when Caribbean nations were under European rule, persist today despite their misalignment with the modern Caribbean context. Recently, there has been a movement towards evidence-informed policymaking to address these outdated practices. An evidence-based approach is crucial for small island developing states with limited resources, such as St. Kitts and Nevis. This study is a partial response to the growing demand for empirical data to support policymaking. It aims to provide insights into the home and school factors influencing students’ academic progress in St. Kitts and Nevis. Phase One of the study, conducted in 2017, received funding from the Board of Graduate Studies, The University of the West Indies, while Phase Two, carried out in 2022, was funded by the United States Agency for International Development (USAID).
An Investigation into the Factors that Influence Students’ Academic Performance: Home and School Factors – ST. LUCIA COUNTRY REPORT
Educational practices that originated during the colonial era, when Caribbean nations were under European rule, persist today despite their misalignment with the modern Caribbean context. Recently, there has been a movement towards evidence-informed policymaking to address these outdated practices. An evidence-based approach is crucial for small island developing states with limited resources, such as St. Lucia. This study is a partial response to the growing demand for empirical data to support policymaking. This report aims to provide insights into the home and school factors influencing students’ academic progress in St. Lucia. The study was conducted in 2022 and was funded by the United States Agency for International Development (USAID).
Theses
The Relationship Between Teacher Qualification, Years of Teaching, In-service Training, and Student Achievement on the Common Entrance Examination in Barbados
This study investigated the relationship between teacher qualification, years of teachings experience, in-service training, and student achievement on the Common Entrance Examination in Barbados.
The 128 subjects in the study were teacher who taught the Class Four Group in 71 Primary Schools across Barbados. Of these, 84 were females and 42 were males. The subjects’ average age was 18 years. Subjects signed letters of consent before participating in
the study.