It is with a mix of emotions that I write this note to our readers. I am sad because this is the final issue of the Caribbean Journal of Education. On the other hand, I am excited that the CJE will be merged with the Journal of Education and Development in the Caribbean and relaunched as CJED—the Caribbean Journal of Education and Development. The CJE has served as a forum, since 1974, to stimulate thought and discussion about issues in education that affect Caribbean people in the region and worldwide.

This paper explores teachers’ experiences in implementing the Language Arts Alternative Pathway to Secondary Education (APSE) curriculum in a rural high school and the factors which influenced its implementation. The study employed a qualitative case study research design. Semi-structured interviews, observations of participants, and document analysis were used to gather data from six purposefully selected members of the Language and Literacy Department. The collected data were analysed using content analysis.

This study examined the relationships between extraversion, neuroticism, and non-verbal intelligence in a combined group of 159 West Indian college and university students of both sexes. The only significant correlation was that between extraversion and neuroticism, (p <.05), which is negative.

A survey was done to assess the level of knowledge of elementary geometrical concepts (primarily recognition of basic shapes and knowledge of their properties) among Grade 5 students in upper and lower streams and Grade 9 students in selective and non-selective schools in Kingston, Jamaica. The test instrument was also administered to groups at the same educational levels in West Germany.

Today schools are inescapably, though not deliberately, involved in moral education and teachers are significant agents in facilitating moral thinking and moral conduct. If teachers themselves think and speak and act at levels recognizably below those to which they must lead their students, then structures and processes must be found to promote 'the moral point of view' as an integral part of teacher education, school practice and organization.

The paper considers the research work carried out by a sample of graduate students of the School of Education U.W.I., and highlights the potential value of such investigations in terms of the understandings they impart, and the directions for improvement they indicate. Problems related to the dissemination and implementation of the recommendations arising from these understandings are discussed.

There has been growing interest, over the past twenty years or so, in the importance of creative production as an aspect of human intellect and personality. Results of numerous investigations in this field have provided some thought-provoking information on the relationship between creativity and educational concerns such as curriculum structure, contextual/situational factors of the school, and academic orientation and sex differences among students, although, in respect of the latter aspect, there tends to be conflicting opinions.

Education has always been vulnerable to psychometric incursions and influence, although less so now than before. Lacking a distinctive and self-confident view about the purpose of testing in schools and about what kinds of tests were suitable and unsuitable, it has, rather like a client state, looked on helplessly as psychometric doctrines and practices have been installed and put to work.

The job of administering schools has become increasingly complex because of the many societal changes occasioning new demands on the school. Principals are held accountable for administration of their schools, and their effectiveness depends largely on their ability to respond appropriately to the many changing internal and external demands, and to maintain the stability and cohesiveness necessary to the achievement of established goals.

The ethnolinguistic claim that residents of communities of dialectical diversity who interact with a wide cross-section of speakers need competencies, active and passive, in various dialects, and sensitivity to sociolinguistic norms and their role in acerbating and ameliorating social conflicts has pragmatic currency, particularly in regard to the pedagogical decisions of educators. A refined awareness of the language and culture of the student's community can function to yield rational educational models and intervention strategies.