St. Patrick's College, Campbelltown, NSW, teaches mathematics to the senior classes by bringing all the pupils together for lectures, followed by class-sized tutorials, not all compulsory. John Greene reports how they checked the scheme's success.

Dyslexia and autism are both examples of cognitive deficits. You can think of these handicaps as 'holes in the mind.' Both may be encountered in mainstreamed or integrated classes these days. Here is help with understanding and helping.

Many of our teaching techniques are based on behaviourist experiments of years ago. But behaviour analysis has moved on and discovered that most of what we do is governed by rules we pick up, not experiences we have. A review of what these researchers have discovered.

140 reading books, developed in his 'spare' time by a reading advisor, use peer tutoring to boost slow readers. Here the resource is explained, and the research that revealed its power.

In the South Pacific new approaches to the teaching of English are overdue. Here is one, tried in Fiji, Tonga, Vanuatu and Kiribati, using books not specifically designed for 2nd-language learners. Its impact and success are described.

This article reviews a large body of research on different policy approaches to the curriculum and organisation of actual multi-cultural schools. Bi-Iingual and Second-language teaching are particularly noted.

Teaching children who are not of our own culture or socioeconomic background can be difficult and frustrating. Two researchers working in classrooms have come up with new ways at looking at the differences. There is a section on what to do now.

Have you ever thought how some famous people would rate as teachers nowadays? Here is an evaluation form filled in for the most famous of all. The idea came from the American teachers' magazine Phi Delta Kappan.

Those who think that the education system should be fostering the competencies that make for enterprise are correct. However, the barriers that need to be overcome are surprising. This item is based on a very wide range of research.

Usually it is unacceptable behaviour that gives cause for concern. For up to 20 percent of children, learning spontaneously is interrupted by their own behaviour. These kindergarten teachers found a way of determining what strategies would help.