Children should learn how to learn. Nowadays we hope school will teach that, above all else. Here is a second example of how it can be encouraged; the first was Item 11 in set No.1, this year.

The way beginning teachers find jobs, or are directed into them, are very different, country to country, state to state. Here a brand new system, at the 'market-forces' end of the spectrum, is assessed.

The weather does have an effect on children's (mis)behaviour. Evidence from Britain puts rain, wind and temperature alongside referrals for 'time out' and comes up with a predictive formula.

The way infant children learnt some new maths was matched with the way their teachers taught. The result is some more hints for the struggle of 'how to get it right.'

Five years ago 88 percent of students in an average high school thought there would be a devastating war in their lifetimes. How have perceptions changed? A follow-up study.

As they did ordinary class work teacher and children were observed and every word recorded. From this mountain of data come startling and disturbing facts no one can ignore.

There have been calls to have this TV programme banned. How do children 'see' it? Is it doing them harm?

Teachers dread the 'out-of-control', socially maladjusted, delinquent children who wind up in their classes. Identifying them is easy; getting changes is more difficult; but not impossible.

Californian experience and research bears on the problems of teaching children with diverse languages and diverse cultural attitudes to education. Solutions appear, and are relevant to us.

Research in Norway and Britain has revealed that bullying is more common than we care to admit. Doing something about it is recommended, and how to successfully intervene is spelt out.