Teacher involvement in curriculum change in Jamaica: Advocacy and reality
| dc.contributor.author | Jennings-Wray, Zellynne D. | |
| dc.date.accessioned | 2023-06-26T10:05:16Z | |
| dc.date.available | 2023-06-26T10:05:16Z | |
| dc.date.issued | 1984 | |
| dc.description | doi:10.1080/0305792840140104 | en_US |
| dc.description.abstract | This paper attempts to: 1) examine the dominant models used to develop curricula for Jamaica’s educational system. 2) show how two innovations were actually introduced to the curricula of two types of secondary schools in Jamaica, and 3) point to some of the implications of the models for the introduction of innovations into the educational system of developing countries. | en_US |
| dc.identifier.other | CERIS - 331:16 | |
| dc.identifier.uri | https://hdl.handle.net/2139/55790 | |
| dc.language.iso | en | en_US |
| dc.relation.ispartofseries | Compare;Vol.14, No.1 | |
| dc.subject | Advocacy | en_US |
| dc.title | Teacher involvement in curriculum change in Jamaica: Advocacy and reality | en_US |
| dc.type | Text | en_US |
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