Payne, Monica Anne2022-01-182022-01-181986188https://hdl.handle.net/2139/52291doi: 10.1080/0305569860120307This paper examined 200 Barbadian parents and 100 teachers' perceptions of restrictive and coercive strategies for students taking the Common Entrance Examination (CEE). Generally, parents were significantly less likely than teachers to view the strategies as undesirable and/or counter-productive. Implications for parents as potential educational reform pressure groups are discussedCommon Entrance Examination