Teachers and pupils see school work quite differently. Quality counts for teachers, but most children just want to finish. We can help by uncovering skills which are already enjoyed without the drive to finish.

Teachers and pupils see school work quite differently. Quality counts for teachers, but most children just want to finish. We can help by uncovering skills which are already enjoyed without the drive to finish.

No matter what we might like, home and school are held apart by lots of things. For example, by the fact that school is, in most cases, not just across the road. Or by the fact that school takes place at the same time as work. Or by the tone ...

When children start primary school they acquire a range of learning strategies which help them to tackle school tasks. Strategies such .as checking instructions, and referring to books, charts or other classroom aids, help children to work systematically in school. Children who are good readers and achieve well on other ...

What number concepts and skills do children have when they start school? How has their understanding changed after a year? How aware are teachers of what the children know? What number concepts and skills are taught in the first year? These questions are important. If we underestimate what children can ...

If any trend could be said to grow even as we watch, it would be the move away from what has been called 'social promotion': the current increase in policies that permit the retention of young children for a second year in a given grade. Some reformers have advocated promotion ...

White haired, white coated, mixing chemicals in a mad desire to rule the world - why does this stereotype exist, persist, and can it be changed in school?

Young people's judgements about social and ethical issues are influenced by developmental factors, by the demands of the context, by processing demands, and by the type of adult support that is available.

Teenagers have a lot to say for themselves but are not always heard. During 1987, I set out to find out how teenagers see their lives - what they worry about, what they like, what annoys them and what they think about the future.
I talked to about 300 teenagers ...

The classroom time can be divided up into a series of location times, for example in an infant class, seat-work time, mat-time and out-door time. Teachers expect different behaviour from the children at different times because of the different locations and the work commonly performed in these locations. The following ...