Despite New Zealand students performing well in reading and literacy there is some concern that boys, particularly nine-year-olds, are not performing as well as could be expected.
An Australian study of the reasons given by students for their academic success and failure.
Teaching is one of the professions where dissatisfaction with various aspects of preparation for the profession as well as the on-going professional practice has stimulated a range of changes and innovations.
Fascinating research showing the physical and emotional conditions that can establish a "good beginning of life". The role of early childhood services in promoting and sustaining the healthy development of young children is explored.
"Every honest caregiver and teacher knows that she/he has ... a relationship with at least one child now and then that includes quite a bit of conflict." This article looks at how teachers of young children can optimise their relationships with each child.
Starting school need not be traumatic, especially if schools and early childhood centres are aware of the factors most likely to cause problems for children adjusting to the new situation. Reprinted from pp. 53–56, Early Childhood Folio 3, 1997.
From deciding what to call a bilingual unit to the increased workload for non-native speaking Māori teachers, the issues and tensions that schools are likely to meet when they establish bilingual Māori–English classrooms are varied.
Teachers of Higher School Certificate English in New South Wales are having to change their perception of the "rules of the game" relating to teaching for the subject or teaching for examination results. This article will strike a chord with others dealing with curriculum reform.
After extensive observation, this experienced educational researcher begins to answer the question "What is it that makes some activities work better in teaching literacy than others?" Reprinted from set Special 1997: Language and Literacy, article 9.
With the focus in mathematics teaching moving away from the mastery of skills and facts towards the understanding and making sense of mathematics, it is not always appropriate to "test" knowledge at the end of a unit of work and then apply remedial assistance. By applying a means of intervening in a learning cycle, teachers can maximise the way in which knowledge and knowing are being formed.
