This study examined the ‘intended’ curriculum and the processes of its translation
into classroom practices. The ‘intended’ curriculum is the rhetoric incorporated in state
documents of the independence era in The Bahamas. These state documents included three
key general educational policy documents in which policy makers presented persuasive
arguments and strategies for the nation’s development, and the curriculum guides based on
these earlier policy documents. Since these documents represent the educational intentions
and objectives of the nation, it was assumed that an examination of their rhetoric would
produce a portrait of the government’s ‘independence plan.’ However, because one cannot
assume that rhetoric is translated into practice, this study also examined the extent to which
teachers in the Bahamian Primary School System have translated this ‘independence plan’
into their contemporary practices.
The methods of investigation included documentary analysis, participant
observation, informal interviews with classroom teachers and other Ministry of Education
officials, and a teacher questionnaire.
The documentary analysis revealed a continuity of themes ran throughout the major
educational documents. Foremost among these themes were the move toward the
Bahamianisation of the educational system, the production of indigenous materials, the
recognition of the classroom teacher as central in the reform process, and the importance of
communication between policy makers and teachers. Field investigations revealed a
divergency between the rhetoric of the educational policy documents and the practices
within the contemporary educational context. The study identified five major factors that
influence the success of the curriculum implementation process. These factors include
resources, support services, the internal dynamics of the school context, assessment
practices, and the personal backgrounds and professional experiences of teachers.
The evidence reported in the study pointed to several components that would
enhance success in the implementation of the intended curriculum. The question of
resource availability, specifically resources of an indigenous nature, was the most
significant issue uncovered by this study. In addition, the need for a more collaborative
support network for teachers was evident. Finally, the study highlighted the importance of
two components that are directly related to the formulation of policy. These include the
need for policy makers to use teacher experience and insight, and be more cognizant of the
factors that have an impact, both internally and externally, upon the school context. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/6839 |
| Date | 05 1900 |
| Creators | Davis, Linda Agatha |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 5053323 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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