Usually in discussions about schooling, the predominant concern is with academic achievement, while the effect of the invisible or hidden curriculum is often overlooked Current societal trends across the Caribbean suggest that these societies are undergoing transformations with respect to social norms and value systems. The changes that are in evidence are not all positive or desirable. Consequently we are forced to focus on the schooling process and its potentially elusive, ultimate effects.

There is the perception among members of the teaching fraternity that the inservice Diploma in Education (DipEd) Programme offered at The University of the West Indies (UWJ), St. Augustine Campus, has little impact on the classroom practices of the graduates. This perception is significant since an important goal of any teacher education programme is to empower teachers to change their behaviours. Meaningful change involves alteration of beliefs, that is, the pedagogical assumptions and theories underpinning the change. The inservice programme at St.

This paper argues that language and education are so intricately intertwined that the failure to give adequate recognition to the role of language in promoting effective education systems has worked to the detriment of institutionalized education. It suggests that a revised vision would require that conscious attention be paid to matters of a linguistic nature. These are encapsulated in a discipline called educational linguistics, which explores the many complex links between language and education. The need is particularly acute in the "Anglophone" Caribbean.

As more and more women choose to have careers and achieve manage­ment positions, research has examined how these women are faring in organizations (Kanter 1977), what their career choices have meant for their private lives (Marshall 1995, 1984), and the ways in which they manage (Rosener 1990; Shakeshaft 1987; Rosener 1990). The majority of these studies have documented the experiences of white women from developed countries such as the USA, Canada, Great Britain, and Australia.

In this pilot study, financial constraints and community and school violence are the major factors identified as contributing to the boys in this pilot study dropping out of the formal school system, and for their nonparticipation and resultant underachievement. The small size of the sample prevents any valid generalizations as to the impact of these factors on the wider population, but they do provide indicators for further research with a more representative sample.

This action research study sought to determine school and home factors which contribute to male academic underachievement, along with the effectiveness of an intervention programme, the Integrated Study and Self-Improvement System (ISIS). It used a case study research design, employing both quantitative and qualitative methodologies. Data collection was through structured and unstructured instruments, for example, questionnaires, group and personal interviews, and observation.

In recent years, the differences in academic achievement between boys and girls in many Caribbean countries have been much debated. References have been made to the number of boys and girls who are awarded Common Entrance Examination (CEE) places for entry to secondary schools, the proportion of boys as compared to girls who obtain level 1 or 2 in the Caribbean Examinations Council (CXC) examination, and the number of men and women enrolled at the University of the West Indies and other tertiary-level institutions.

This volume of Caribbean Journal of Education records ongoing debates in the education arena on issues such as the impact of gender on school achievement, the status of curriculum, the dilemma of teacher education within the history and development of education in the region, and the dialectics of language in a culturally diverse Caribbean community. Controversial in their content, they spotlight the current discourse among educationists, policy makers, and various stakeholders in education.

Dance education embraces more than the development of physical movement skills, for to educate is to promote development of all the major elements of human learning-the cognitive, the affective and the psychomotor. Referring to research by the Association for the Advancement of the Arts (AAAE), Siedel (1997) noted that:

The Commonwealth Caribbean comprises a diversified population spread over a geographically large area. Having been colonies, the countries of the Commonwealth Caribbean inherited a system of education modelled in education in the 19th-century Britain. Although most of these countries gained political independence from Britain during the past 30 to 40 years, and major changes have been made in education, commonalities continue to exist in the aims, structure, and management of education systems-and commonalities exist therefore in music education.