This is a review of the work of Peter Freebody in this field. It is a stimulating look at classroom practice, assessment of literacy, and mis-matches of policy and method.

Two classroom research projects used co-operative learning to encourage cognitive progress. This meant, almost paradoxically, using conflict, and its subsequent resolution, to teach knowledge and skills.

Some children learn best using verbal instructions and explanations; others prefer visual material. Some children learn well in one way, but prefer the other (at which they are not as skilled.) This research reveals that all is not lost when the teacher knows what to do.

When principals choose young teachers for their school do they get the teachers they want? A College of Education looks at how its graduates are appreciated, and what could be done to do a better job.

Assisting children back into school after a long illness needs patience and care on both sides. Here are many practical measures to avoid stress and speed the return to ordinary life and ordinary teaching.

‘League Tables’ of schools’ exam results often appear in the press. These do not show how good schools are at adding value - improving their pupils’ earlier knowledge. This British article assists.

Even TAFE and Polytech classes are dominated by information- giving by ever-talking teachers. This research discovered that higher levels of thinking are encouraged and used in practical classes more than in theory classes.

In schools we do not study the social effects of gambling. We do not even study the mathematics of gambling. Perhaps we could help our pupils if we did. A research project on both topics.

Many teachers are having to join the ranks of the relief, supply, mobile, or emergency teachers. Questions to emergency teachers reveal their problems and show how schools can assist them in their stressful job.

The school asked two 13-year-olds, expert in a computer programme, to teach the skills to two 16-year-olds. The researcher watched and asked questions. The result is a lively story and good advice for peer-tutoring and computer instruction.