Two articles, the first on school-based enterprises in Australia and changes research suggests (New Zealand information too): the second a report from Britain called 'Impoverished by the Need to Make Money.'

The latest clues come from a walk in the park and an owl at pre-school. Here are new insights which will help us adjust the learning we ask of children and the way we assess what has been learnt.

Being told the answer can actually stop you remembering it. When and how the answer is given is very important. This research from the frontiers of science may be the beginning of big changes In teaching techniques.

Very practical advice, arising from research, which takes the chill from this task we all want to face with as much courage as the children.

Most high schools 'bend the rules' for some pupils. The obvious results are good: less truancy, less bad behaviour, even more work. But there are bad effects: rules set aside, 'make-work', and poor role models. Research in the USA is very relevant for us.

Teachers have trouble convincing cynics that despite school finishing at 3.30 they are busy people. When syllabus and assessment changes are added, the load can be even worse. Diaries and case studies reveal all.

If you left school without much in the way of formal qualifications, how do you get back to study? Bridging courses may help. The success of one such course in South Australia was carefully examined.

Does reading have to be carefully protected against the avalanche of Television? Is driving as much a threat to reading-for-enjoyment as TV? These, and other arguments in the 'literacy' war, are discussed, in lively print.

A skilled detector of the art of putting things off reveals the techniques of 14-year-old Wayne and his partners, and shows how the clever teacher gets them working.

What makes a really good teacher? Two case studies from the same high school show how different in style, presentation, personality, preparation and background, good teachers can be.