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Institute of Education, University of the West Indies, Mona
Year of publication :2000

Content
1. Violence and Schools in Jamaica: Historical and Comparative Perspectives – Ruby King
2. “Mek Blood Owta Stone?” Integrating Children’s Literature across the Jamaican Primary School Curriculum – Clement M.T. Lambert and Robert K. Jackson
3. Retaining boys in school: Developing a model of intervention – Errol Miller
4. What are the benefits of single sex and co-ed schooling? – Hyacinth Evans

This book looks at the ICT policy in the context of transformational change in education: reform in which all the components of the educational system, not just ICT, that are aligned with social and economic development goals. The authors argue that a profound shift from a mass production paradigm to a knowledge creation paradigm necessitates transformation within the education system.

It is noted that “research conducted so far on the impact of current ICT was done within education systems” and concluded that “while ICT have had a significant impact the global economy and on the way people around the world work, live, and play, they have yet to have a significant impact on education practice and on what and how people learn in schools.

Recommendations were made concerning how “to craft policies and programmes that unfreeze the current system and align it with social and economic policies that move a nation toward an information economy and knowledge society”.

ICT policy in five countries (Singapore, Uruguay, Jordan, Namibia, and Rwanda) was examined to see how they are harnessing the power of ICT to advance their economic and social goals.

Stephanie Sewell Brown, Literacy Specialist at Half Way Tree Primary presented at workshop organized by Jamaica Partners for Educational Progress. Her presentation focused on the Four Blocks Approach and supporting strategies for struggling students.

This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic pressure was predictive of lower achievement, whereas mothers’ encouragement and support predicted higher achievement. Both parents used more academic pressure with their sons, whereas using more encouragement and support with their daughters. The effects of parental involvement were mediated through children’s academic competence. This study demonstrates the interactive influences of parents’ educational involvement and children’s personal characteristics in predicting school achievement. Implications for practice and research in school psychology are presented.