Do teachers talk too much? I'm afraid we do. Much too much. From the time we enter the school in the morning till we leave it at night, we hardly stop talking. We only realize how much we talk when we come to school with a sore throat.

Modern education has given little place to the lecture in the high school. Some declare that it has no place in the college or university, its time-honored strongholds. Few textbooks on secondary methods within recent years acknowledge that it is sufficiently important to devote a chapter to the lecture, while ...

Usually the major objective of discussion methods is to teach students to think. To achieve this the tutor must achieve a number of subsidiary objectives to get the discussion group going. Discussion methods are among the most difficult teaching techniques in higher education. They require a wide knowledge of the ...

This same demand for both guidance and freedom appears in comments on the difference  between teaching methods in the sixth form and in the main school, and on which methods were found most effective. The sixth form has traditionally been regarded as a time of induction into the methods of ...

In this book we have emphasised again and again the need to help children to develop open  minds, to think clearly, critically, objectively, and to reflect upon their conclusions, changing them as they see more clearly what it is reasonable to conclude from the evidence they have.

• Articles in Set: Research Information for Teachers are offered online here as soon as they are finalised, but before they are added to an issue of the journal.

What an intense start to the school year. It has been breathtaking to witness the pace of education’s reponse to COVID-19. I have been especially struck by the caring, commitment, and professionalism demonstrated by teachers across Aotearoa.

Hats off to all teachers and whānau who have adopted and adapted to ...

From 2005–8 Mangere Bridge Kindergarten carried out a Centre of Innovation research project exploring the transition between early childhood education and school. Three teacher researchers, supported by two university research associates, developed and researched a range of strategies for supporting children’s learning as the children and their families “crossed the ...