This article reports on research from two surveys: one which investigated the prevalence of students with emotional/behavioural disorders; the other investigated students' views on schoolwork, behaviour, and violence.

Faced with the tom-tom beat of competitive marketing, there is a strong interest in what makes for a "good" school rather than a "hyped up" school. This study looks at how two value-added schools have made a difference to student achievement even under the most difficult circumstances.

Longitudinal study which asked: Does multiage grouping make a difference to the students in terms of their learning environment or their social adjustment?

There is a common perception in Australian schools that social studies is one of the learning areas least liked by students. This research looked at the attitudes of students at primary schools, and offers suggestions on how to improve its image.

Mathematics is more than numbers and measurement. It is a way of thinking which allows concepts to be built up; problems to be explored and solved; conjectures to be made and examined; and complex ideas about the world to be communicated. Developing a problem-solving focus to deal with mathematics requires ...

Most children have trouble understanding decimals - they confuse them with whole numbers or with fractions. Here are some concrete suggestions for how children can use their everyday knowledge to overcome the difficulty of realising decimals are a result of division.

There is growing pressure for all teachers to become teachers of values. Here are some ways in which mathematics teachers can incorporate values education into their existing mathematics programme without needing to make any major changes to either the content or teaching approaches.

The 1996 National School English Literacy Survey is unique among national literacy surveys in that it was based on a broad definition of literacy; teachers were central to the collection of achievement data; and student achievement was reported against scales describing typical growth in writing, spelling, reading, viewing, speaking, and ...

Diagnostic information from the science assessment resource banks can provide valuable national information about what students know about a particular subject. This information can help teachers sharpen their classroom planning.

The introduction of information skills into the New Zealand Curriculum has signalled a change in direction for education from teacher-centred learning to student-centred learning. However, before teachers will commit themselves to use this learning process they need evidence that the teaching of these skills will achieve the desired outcomes.