Journal article

Pupils with IQs in the range 70- 90 are usually in regular secondary school classes. They make up some 5% to 10% of the average first year high school intake. Such pupils are frequently reported to have difficulty with the traditional secondary school curricula, but their teachers seldom have any special training in the teaching of low ability pupils.

In order to convey information and notions about time adults use a complex set of conventions. Of interest is children's ability to grasp and use these conventions.

The most gratifying academic research is that which helps to confirm something we already suspected to be true. That is why Dr Scott Armstrong, Associate Professor of Management at the Wharton School of the University of Pennsylvania, has enjoyed so pleasing a response to his latest paper, at least from laymen.

The term 'non-verbal test' is used to describe a range of paper-and-pencil tests designed to tap a selection of cognitive processes that are unlikely to involve verbal language. This does not mean that verbal instructions and verbal strategies have been entirely eliminated for all those who take these tests; it simply means that no words are included in the tests, the test content is of a non-verbal nature, and the responses to this content are unlikely to involve language.

Of course fathers are important - aren't they? Fathers have always been important. Fathers provide for their families. Fathers supervise, discipline and train. Fathers teach children skills and how to survive in a harsh external world. Fathers, as Talcott Parsons said, play the instrumental role in a family leaving mothers the luxury of expressiveness.

It describes different types of solvent abuse, lists some of the signs and symptoms of sniffing, and makes some practical suggestions about ways of dealing with sniffing 'epidemics'. It is intended primarily for teachers and principals, but other professionals, including  those in health areas, may find it useful as background, especially in advising and counselling worried parents.

On June 12, 1982, a little book with a long title, Ko Ngā Kupu Pū Noa o te Reo Māori: The First Basic Māori Word List, was launched by the New Zealand Council for Educational Research. The 'basic-ness' of the words included in the book (there are about 800 of them) was determined by a combination of how often they occurred and how well they were distributed in the sources from which they were gathered. This article outlines the way in which the Basic Word List was developed and organized.

Browsing is the most common way of choosing what book to read. Coming closely behind is selecting an author, and selecting a subject. However, men put choosing the subject first, and browsing wins only by averages. Those who read a lot mentioned more ways of choosing what to read than those who read less. Young adults have a wider range of ways of choosing than older people. Selecting a book because its author is known is most common amongst the over-sixties.

It is the right of every child to be educated according to his age, ability and aptitude: all pupils should be given the opportunity to develop their full potential. These principles have long been recognized by educators. But in order to achieve the goal of optimum development it is necessary to make special provision for those children who depart from the norm. Although resourceful and hard-working teachers provide for a wide range of abilities in the average heterogeneous classroom, there are some children whose needs just cannot be met in this way.