A Reflective Analysis of the Selection and Production of Instructional Material for Curriculum Delivery at the Primary Level in Postcolonial Guyana

Autor/in	Lashley, Lidon
Titel	A Reflective Analysis of the Selection and Production of Instructional Material for Curriculum Delivery at the Primary Level in Postcolonial Guyana
Quelle	In: SAGE Open, 9 (2019) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lashley, Lidon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244019858445
Schlagwörter	Instructional Materials; Postcolonialism; Foreign Countries; Instructional Effectiveness; Elementary School Teachers; Teacher Attitudes; Curriculum Development; Student Needs; Students with Disabilities; Special Needs Students; Teacher Administrator Relationship; Educational Resources; Teacher Role; Academic Achievement; Curriculum Implementation; Educational Quality; Preservice Teachers; Selection Criteria; Guyana + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Post colonialism; Postkolonialismus; Ausland; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Bildungsmittel; Lehrerrolle; Schulleistung; Quality of education; Bildungsqualität; Selection criterion; Auslesekriterium
Abstract	This study gazed upon curriculum delivery in postcolonial Guyana. The key focus was on the impact of effective curricula instructional materials on curriculum delivery. A descriptive survey method was employed to gather data and a sequential transformative strategy which embraced a mixed method approach was utilized to analyze and interpret the data. One hundred mainstream teachers were asked to respond to five questions on a questionnaire. The sample represents 13% of the entire teacher population at the University of Guyana and 25% of the primary level teacher population of the Faculty of Education and Humanities. These teachers were randomly stopped and asked the questions as they made their way to class on the Turkeyen Campus. These teachers have all acquired initial qualified teachers' status and at least 2 years of mainstream teaching experience. The teachers indicated that they are limited in their use of technology in mainstream schools, as many schools do not have Information and Communication Technology (ICT) support and physical space is limited. Teachers stated that they produced at least 90% of the curricula instructional material they use in mainstream classrooms. They indicated that they sometimes have to self-fund the raw materials needed to produce the instructional materials necessary for effective curriculum delivery in mainstream schools. Teachers are expected to do this without either allotted planning or preparation time. The production of instructional materials, done independently with little support from the senior leadership of the mainstream schools, is sometimes neither adequate nor cater to the diverse needs of all learners especially learners with Special Education Needs and Disabilities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01