This evaluation of the Dare to make a choice programme offers advice and information for schools faced by a proliferation of drug education programmes.

Not all programmes aimed at enhancing children's self-esteem have been successful. This article evaluates the impact of two programmes and offers activities which can be used in the classroom.

Research into the use of Beginning School Mathematics shows that the resource must be used flexibly and creatively in order to achieve the best mathematics learning amongst junior school children.

Not all teachers are comfortable with using the technique of problem solving, which is an attempt to find the answer to a problem when the method of solution is not known. This research shows how problem solving can be used in secondary school mathematics classes.

There is a danger that by trying to support students' learning teachers may reduce the learning demands on students by doing the thinking and processing for them.

With the focus in mathematics teaching moving away from the mastery of skills and facts towards the understanding and making sense of mathematics, it is not always appropriate to "test" knowledge at the end of a unit of work and then apply remedial assistance. By applying a means of intervening ...

After extensive observation, this experienced educational researcher begins to answer the question "What is it that makes some activities work better in teaching literacy than others?" Reprinted from set Special 1997: Language and Literacy, article 9.

Teachers of Higher School Certificate English in New South Wales are having to change their perception of the "rules of the game" relating to teaching for the subject or teaching for examination results. This article will strike a chord with others dealing with curriculum reform.

From deciding what to call a bilingual unit to the increased workload for non-native speaking Māori teachers, the issues and tensions that schools are likely to meet when they establish bilingual Māori–English classrooms are varied.

Starting school need not be traumatic, especially if schools and early childhood centres are aware of the factors most likely to cause problems for children adjusting to the new situation. Reprinted from pp. 53–56, Early Childhood Folio 3, 1997.