Some children find listening and comprehending very difficult - all sorts of things get in the road. Susan Gray got students to tell her what those blocks are. Then she shows how they may be overcome.
Does the introduction of a new teaching technique help children learn? Would it be better to reduce class size, get a new teacher, send the children home? New statistical ways of summing up what research tells us.
This is a case-study of a truant and how, with the help of professionals, her trouble with school gradually lessened.
An interesting trail of different kinds of research led Geraldine McDonald to the study of how junior school children learn school-ways-of-thinking. Now a re-think of testing intelligence may be necessary.
Published 101 years ago by an anonymous author, a small pamphlet extolled the virtues of votes for women. Here is the original re-written as a play for schools and any other group.
What is good thinking? Creative thinking is always a pleasure. Critical thinking tends to get a bad press, but it is just as necessary. Here it is carefully analysed, and research adds insights on teaching children to think critically.
Teachers can successfully encourage learners to be better thinkers. A research study of techniques for teaching metacognition (thinking about thinking) to 8-year-olds leads to conclusions about how to do it successfully.
The extreme methods (competition and laissez faire) are examined and research results mentioned. Her own research study of what children prefer, points to a middle way, focusing children's attention on 'improvement over time'.
A student in her final year at a College of Education reflects on a lesson she gave, taped and transcribed. A model of self-appraisal, which will also stimulate thoughts about how to teach junior mathematics.
Regular racegoers, despite some low IQ scores, use, in that real world, extremely complex multivariate reasoning to pick winners. This research into IQ, expertise, and cognitive complexity has become a classic. New, further, discoveries are promised for set No.2.
