Centre for International Development and Training

Patricia Daniel
July 1, 2003

Compilation of the work carried out by Dasmine Kennedy between January 2002 and March 2003 to support small-scale action research projects, which aimed to address student under-achievement in 15 remote rural schools. Highlights the positive impact on teachers, schools, families and communities as well as students. Includes reports from the action researchers themselves.

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Desmine Kennedy

This documents contains case studies of action research conducted in select schools under the Jamaica All Age School Project.

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Dasmine Kennedy

This paper is a compilation of the work she carried out for the project between January 2002 and March 2003. It outlines the principles behind action research and how it has been implemented in project schools. It analyses the key lessons learned from the introduction of action research into remote rural schools, highlighting the positive impact on teachers, schools, families, communities and, most importantly, on the students who were targeted. Her conclusion is that, if all stakeholders implement a culture of practitioner research in school, student underachievement can be reduced.

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Centre for International Development and Training
May 25, 2004

An effective School Improvement Plan is one that is implemented and leads to improvement in the achievement of the school community. No matter how good the plan looks, if it is not acted upon it will have no impact on the school community.

The process of School Improvement Planning promoted here is designed to foster a close relationship between the school and community through the participation of all stakeholders. Learning Goals that focus on the achievement and personal development of students and community members are set with and by the stakeholders of the school community rather than for them. They work together to develop Action Strategies to ensure that the Learning Goals are achieved.

It is our belief that this approach to planning develops a wider sense of ownership that leads to a greater determination to achieve the goals through motivated implementation of the strategies. It also carries the potential to raise awareness of what it is possible to achieve when everyone works together towards a common vision, and thus mobilise school communities into action beyond the original scope of their plan.

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