Quite small children recognise the problem some schools have in keeping staff. What makes for a satisfied, stable, teaching force? What can principals and administrators do?

New subjects and courses to interest and benefit senior secondary students who do not plan to go on to higher education have been introduced. This research studied two different courses which provide diversity, involvement and success.

Transition from school to work is pretty haphazard in Australia and New Zealand; in Japan it is highly organised. We have young people unemployed, exams of doubtful educational worth, and a system of entry into tertiary study that is hardly fair to minorities. So it is worthwhile examining a very different system.

Careful analysis of where school leavers go reveals that many who have the ability to benefit from a university education do not get one. They are mainly children from lower-class backgrounds. Recent government policies are likely to make the situation worse.

Children from homes with little money do not always fail, but it is usual! This careful study of three groups of high school pupils and their families compares and contrasts incomes, circumstances, lives, aspirations, and successes; and the ways poverty and performance are linked become much clearer.

That poor speller in your class may be neither lazy nor dull: it is possibly his or her genes. Nevertheless all poor spellers must be taught to the best of our ability. Genetic studies plus advice.

Using a new research approach reveals a good way of getting better self control of the different types of moment-to-moment decisions every teacher makes in the classroom.

How many children do their homework with the TV on? Does it help or hinder? This research from audience surveys in the UK makes us pause before automatically condemning homework with TV. Reprinted from the Journal of Educational Television, Vol. 16, No. 2, 1950.

Getting help from peers can make up for individual attention the teacher wishes she could give but just cannot manage. And giving help also improves the young tutor's work.

How you assess partly depends on your notion of what writing is for. But the accuracy of the assessment depends on clearly distinguishing different characteristics, from planning to sensitivity.