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.

Education vouchers are controversial. Advocates call them a panacea; critics say they exacerbate existing inequalities of education opportunity. What does the research say?

A model of professional development for principals based on peer-assisted leadership development, involving work-place shadowing, reflective interviewing, and evaluative feedback. Principals discovered their personal theories-of-action and learnt new theories which helped them address many of the dilemmas and issues they faced.

What happens to the children who just miss out on selection for the early intervention programme, Reading Recovery?

Is interactive television the latest high-tech white elephant, or can it become a valuable educational technology for schools? Answers from research into the implementation process of interactive television within two rural primary schools and a town secondary college.

Disruptive behaviour can seriously impede a student's academic progress. Here are some classroom strategies which promote emotional growth and appropriate social skills to help reduce classroom disruption and improve student time on-task.

An evaluation of the child protection programme, Keeping Ourselves Safe, with intermediate school students aged 10–12 years and their parents. Such programmes can teach students strategies for dealing with potentially unsafe situations, but how can schools ensure students will actually use them?

A fascinating insight into how children learn "to do school". This study identifies the ways in which children make use of peer modelling and assistance as they first adjust to the classroom climate, and then contribute to it as new 5-year-olds join the class.

One group of students continues to puzzle educators, parents, and themselves. They are both academically gifted and specifically learning-disabled, yet they are rarely noticed for either their abilities or their disabilities since one often masks the other. They may be the most under-served students in our schools, yet they hold ...

In order to fully engage with children’s thinking, teachers need to develop practices which allow them to engage in in-depth dialogue with individuals or small groups of children, with minimal interruption, for extended periods of time. This paper looks at one model of what can happen when such a structure ...