KDMD

Monique Reynolds
October 28, 2011

Monique Reynolds, Literacy Specialist at Lawrence Tavern Primary, presented on managing behavioural problems at a workshop organized by Jamaica Partners for Educational Progress. She highlighted the impact of behaviour management strategies that foster positive classroom climate. Specific strategies and examples from her experience as an Academic Leader at Camp Summer Plus were identified.

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Stephanie Sewell Brown
October 28, 2011

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.

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A Balanced Approach to Literacy Development: Experiences from USAID Camp Summer Plus Workshop

Submitted by administrator on Oct 19, 2011 11:49 am

We are pleased to present a workshop on the strategies and practices of Camp Summer Plus 2011.

EduFocus #4: Improving literacy the Lyssons Primary way: The quality of teachers and leadership matters

Submitted by Alesia on Jul 13, 2011 09:03 am

Ena Barclay, Principal of Lyssons Primary School, is animated and passionate. She has explained the reasons for the success of her school very plainly. Lyssons Primary is one of the most successful primary schools in Jamaica because it has always had strong leaders, high expectations for both students and teachers, and highly motivated and committed teachers.

EduFocus #3: Reading by age 6? See how 12 British Schools made it happen!

Submitted by Alesia on Jul 13, 2011 06:48 am

The Office for Standards in Education, Children’s Services and Skills (OFSTED) has released a comprehensive report which examines the practices of 12 nursery and primary schools which have had above average success in enabling their year 2 students to read at the appropriate level.The information was collected as part of the inspection process in the UK and involved classroom observation and interviews with head teachers. The report noted that these successful schools shared a number of characteristics.  These shared features include:

EduFocus #2: The Success of Jessie Ripoll Primary

Submitted by Alesia on Jul 13, 2011 05:47 am

Thirty one years ago, Jessie Ripoll Primary faced a challenge; how to provide additional learning space for the growing number of children in the area without resorting to a shift system.  Using innovative strategies, the school has been nurtured into an institution that maximizes its partnership with parents and community and developed a culture that fosters discipline and continued improvement. The school has been moving from success to success in the past ten years.

EduFocus #1: Comer School Development Programme

Submitted by Alesia on Jul 12, 2011 12:20 pm

Often dubbed the Comer Process, this “operating system” is designed to “improve interpersonal relationships and school climate through three teams.Comer School Development Programme (CSDP) is a successful school reform program, which began in 1968, through Yale University in collaboration with the New Haven Public School System in Connecticut, by child psychiatrist, Dr. James P. Comer. The programme is built on the idea that adolescent and child development principles should guide performance improvement efforts.

Harris Cooper
May 1, 2003

This paper discusses the concerns raised by the long summer vaction, the research concerning summer learning loss and the solutions that have been applied to tackle the problem.

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Sue Bitsko
February 28, 2002

This handbook was developed by the Education System Change Project, which aimed to help schools "create opportunities for meaningful parental involvement in the education of all children". The strategies and examples presented in this document relates to parenting, home school communication, volunteering, decision making and collaborating with the community.


At the end of each chapter, the benefits for students, parents and teachers are presented and school self assessment checklist is available. The appendix includes Inventory of Present Practices of School - Family - Community Partnerships.

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Gina Gianzero
January 1, 1999

Gianzero (1999) presents a comprehensive review of the literature concerning the relationship between parental involvement and student performance, predictors of parental involvement, types of parental involvement. Research indicates that strong family school linkages improve children's educational success regardless of socioeconomic status. It is noted that, for schools, the benefits of parental involvement include: (a)better reputation in the community (b) improved teacher morale (c) higher parental ratings of teacher performance, and (d) increased support from families.


This paper highlights research, which show that in the US, parental involvement begins to decline in middle school. This may be attributed to the fact that students work with different teachers, distance between schools and homes, and parents' perception that their children need more autonomy.


According to Gianzero (1999), research indicate "the care with which strategies are planned and implemented is more significant than the specific form the involvement takes" and cautions that "a school climate that does not make families feel welcomed, respected, needed and valued risks alienating parents" (Gianzero, p. 8 - 9).

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