scholarly journals Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’

2021 ◽  
pp. 1-26
Author(s):  
Soo Sturrock
Keyword(s):  
Education Reform ◽  
Liberal Education ◽  
Primary Teachers ◽  
Teachers Experiences

Taking the pulse of accounting education reform: liberal education, sociological perspectives, and exploring ways forward

2019 ◽  
Vol 28 (3) ◽  
pp. 274-303 ◽  
Author(s):  
Gordon Boyce ◽  
Venkateshwaran Narayanan ◽  
Susan Greer ◽  
Bill Blair
Keyword(s):  
Education Reform ◽  
Liberal Education ◽  
Accounting Education

A survey of pre-service primary teachers' experiences of science in schools

1991 ◽  
Vol 21 (1) ◽  
pp. 151-160 ◽  
Author(s):  
Alison Grindrod ◽  
Andrea Klindworth ◽  
Marjory-Dore Martin ◽  
Russell Tytler
Keyword(s):  
Primary Teachers ◽  
Teachers Experiences

Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica

2020 ◽  
Vol 19 (1) ◽  
pp. 60-100
Author(s):  
Melicia Plunkett-Mills
Keyword(s):  
High School ◽  
Primary School ◽  
Educational Change ◽  
Junior High School ◽  
Primary Teachers ◽  
Teacher Preparedness ◽  
School Teachers ◽  
Teaching Resources ◽  
Primary School Teachers ◽  
Teachers Experiences

This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.

Early Preservice Teachers’ Experiences of the Environment: A Case Study of Participation in a Community Outdoor Event

2017 ◽  
Vol 33 (2) ◽  
pp. 81-96 ◽  
Author(s):  
Wilhelmina van Rooy
Keyword(s):  
Preservice Teachers ◽  
Local Environment ◽  
Primary Teachers ◽  
Community Based ◽  
Assessment Task ◽  
Interpretive Study ◽  
Teachers Experiences ◽  
Manufactured Products ◽  
Formed Part

AbstractClean Up Australia Day is the country's largest community-based environmental annual event when participants work in teams to remove rubbish from their local environment. This article describes an interpretive study in which a sample of preservice primary teachers’ (n = 30) responses to questions about their involvement in the event were evaluated to determine their developing knowledge and understanding about environmental and sustainability issues. The study evaluated a university assessment task for its ability to identify and challenge preservice primary teachers’ views as consumers of manufactured products, environmental citizens, and future teachers. The data were drawn from students’ written work that formed part of the assessment task. Results indicate that students found participation in this community event to be a significant, valuable part of their learning about the environment that contributed to their understanding about sustainability and highlighted the power of positive community participation as a force for good.

Editorial - Curriculum Reform in Jamaica: Case Studies of Teachers’ Experiences with the National Standards Curriculum

2020 ◽  
Vol 19 (1) ◽  
pp. i-iv
Author(s):  
Carmel Roofe ◽  
Andrea Baldwin
Keyword(s):  
Sustainable Development ◽  
Education Reform ◽  
Curriculum Reform ◽  
Education System ◽  
National Standards ◽  
Quality Education ◽  
Education For All ◽  
Sustainable Development Goal ◽  
2030 Agenda ◽  
Teachers Experiences

Since its independence in 1962, Jamaica has been involved in an ongoing process of education reform to address inequities in its education system, respond to changing needs, and provide the best education for its populace. Achieving quality, access, and equity in the education system have been key principles underlying these reforms. Since the adoption of the 2030 Agenda for Sustainable Development by the global community in 2015, Sustainable Development Goal Four, which seeks to “Ensure inclusive and quality education for all and promote lifelong learning,” has been the foundation driving these reforms.

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