Prediction-type research deals, in a general sense, with the functional relations between a criterion of success and events occurring before. One chooses a number of tests or measures for tryout, and then determines their predictive effectiveness in respect of the designated criterion. In this investigation, the main focus is to enquire into the extent to which measures of a student's ability, coupled with other related inputs (the "events occurring before") predict success or failure in an academic course of study.

Research and theory elaborated by Gardner specify the importance of motivation to second/foreign language acquisition and proficiency irrespective of geographical or cultural context, although the precise correlates of motivational intensity tend to vary with the particular cultural setting. Further, motivation appears to be a more significant predictor of second/ foreign language achievement in contexts where the target language is not used by a high percentage of the population.

A method for the analysis of a science curriculum for the levels of cognitive demand that it makes, in Piagetian terms, is described. Examples of the detailed application of this method to the West Indian Science Curriculum are given, and a summary of the demand levels of the whole curriculum presented. A check on the validity of the method of analysis is made both by looking at inter-rater reliability, and also by testing the predictions of success and failure made on the basis of the curriculum analysis combined with pupil assessments.

Any meaningful attempt to identify and explain the constraints on the credibility of the university system in developing countries should be based on an appreciation of the historical context in which this institution of higher education evolved. The purpose of this paper however is to undertake an examination of the present day realities of institutional and ideological factors which impede the successful realization of the espoused goals of the university in new states. These states are often categorized in the literature as belonging to the 'Third World' (Altbach [5]).

Deriving criteria of teaching in a systematic fashion contributes to the validity of any procedure for evaluating teaching. This article examines the various sources that can provide such criteria. The research on teacher effectiveness, one important source, is reviewed and discussed. The task of translating those research results to education and more specifically to the Caribbean, is examined. Finally, additional sources for criteria of good teaching are explored.

 
Several theories of Identity have been proposed by psychologists, but few of these have been supported by empirical research. This is not surprising since the formation of Identity seems to be greatly influenced by the subconscious, and as such, scientific explorations may be difficult or even impractical. Nevertheless, the issues raised and the views put forward have provided the foundation for further studies. 

The relationships between pupil control ideology, dogmatism, and moral reasoning were investigated in a representative sample of secondary school teachers in the twin-island state of Antigua-Barbuda. As in previous studies in industrialized societies, there was a strong positive relationship between custodial control ideology and closed-mindedness, with non-graduate teachers obtaining higher scores than those with a university degree.

In order to help students achieve the goal of conceptual understanding teachers must not only know and appreciate the nature and value of such understanding but must know how concepts are learned. One point on which many studies of concept development to date seem to agree is that one person cannot give concepts to another at any level higher than that of simple recognition. Teachers can identify a concept for students and expect them to know it on the cognitive level of recall.

For some years now the pace of change has been quickening across the world. Since the war we have seen the decline of the U.K. as a major power and the dominance of the U.S.A. and U.S.S.R. in international affairs. We have seen the emergence of new and vigorous economies based on manufacturing in countries such as Japan and West Germany, and also the growing power of the oil states. We have watched a growing concentration of industrial and economic power in financial institutions and in huge multinational corporations and also the development of world markets for many goods and services.

Courses in education, particularly those which emphasize training and organizational development, usually focus on the practical application of ideas to the world of work. This is usually a serious challenge because theoretical formulations frequently seem to be remote from practice.