The relationships existing between performance in separate subject areas in the Cambridge Advanced Level Examinations (A-Level) and past performance (PP) in Cambridge Ordinary Level, and Caribbean Examinations Council General Level Examinations on the one hand, and teacher estimates (TE) on the other, formed the major focus of this study. TE were, on the whole, better predictors of A-Level performance than PP, and were more reliable for girls than boys in arts subjects, and for boys than girls in the sciences.

During the slavery period, many blacks in the West Indies were able to acquire literacy of both a basic and advanced kind. The extent of the acquisition of this intellectual skill was directly related to changes within the plantation economy, characterised by the growth of occupation stratification and social élitism within the slave communities. As the plantation social formation became increasingly complex and creolised, many slaves were able to obtain high levels of occupational mobility.

This study investigated the relation between the entering characteristics of the 1,210 students who entered the seven residential teachers’ colleges in Jamaica in September 1976 and their subsequent performance in college. There were 41 predictor variables (encompassing biographical data, previous education and work experience, and general and specific performance in public examinations) and 33 criterion variables (specific and average grades in compulsory and optional examination. subjects, teaching practice, internship and individual study).

As is evident from the overview of the content of the articles, there is much in this volume which should appeal to a variety of readers. There is a richness and diversity in the methodologies used in the articles: a convergent mixed method design (Jennings et al); mixed method (Verna Knight); a cross-sectional survey design (Marshall et al.); a quantitative non-experimental design (Martina King); and case study (Green-Mitchell).

Meta-analysis techniques were utilized to examine the differences in summative academic achievement among African American and African Caribbean students. A fixed effects model with moderator analyses was applied to a sample of five studies. Significant between group heterogeneity was identified. The aggregate effect size of -1.08 for differences in academic achievement between both groups was statistically significant. The type of summative assessment emerged as a substantial moderator which explained 86% of the heterogeneity between both groups.

There is a lack of clarity on what quality education means and how it could be achieved. This study examines this question from the perspective of secondary school students in Jamaica and Trinidad. The study also sought to ascertain whether there were significant country, school type and gender differences in the students’ perceptions .A convergent mixed methods design was used for the research.

The paper examines some of the methods used by a sample of Jamaican sixth form students in carrying out the work and study required for the General Certificate of Education Advanced Level (A-Level) examinations. Students’ opinions of, and their reactions to, their course of study are also explored. The need for school programmes which offer guidance in study skills seems indicated.

Research on teaching and teacher behaviour has encountered numerous difficulties over the years primarily because of the complex nature of the classroom. Researchers were accused of using very sloppy and hazy variables and critics observed that many of the investigations did not adhere to the logics of scientific enquiry. In response to these observations and criticisms Dunkin and Biddle conducted a thorough analysis of the work of classroom researchers and proposed a model for the study of classroom processes.

This report summarizes the findings of a group of Diploma of Education students (N. 42) who each investigated, using a case-study approach, both a high and low anxiety subject chosen from an examination class in Jamaican secondary schools or tertiary institutions. Subjects were identified from responses to a common instrument, further investigation of pairs of subjects then being carried out on the initiative of each Diploma student.

The paper reports the results of a research study which sought to identify the process of teachers’ planning and their perspectives on some aspects of teaching. The nineteen teachers who formed the sample were interviewed over a period of ten months. It was found that in their planning, teachers’ thoughts were dominated by the search for novel “activities”. The factors which influenced planning were pupils’ ability levels and their preferences for certain activities.