Research on teachers’ knowledge in science indicates that those confident in their subject knowledge can provide rich experiences in an integrated learning environment to support children’s exploration and inquiry. A learning story illustrates how children’s content-related dispositions towards scientific knowledge can be extended.

With a focus on dispositions and affordances, Sally Peters considers some of the dominant theoretical ideas about transition, including maturational readiness, “filling the gaps”, scaffolding the process, and looking at the big picture.

Beginning formal schooling is a time of change and challenge for children, families, and educators. This article focuses on one approach by the Starting School Research Project to engage first-year students as co-researchers in a study of what they think students new to school should know.

There are some serious concerns about the effects of noise in education and about the ability of children to learn effectively in typical learning environments. This article examines some of the issues.

This article explores ways in which a forum and process were created for teachers to think about assumptions, values, and the purpose of education; explore reciprocal influences of teachers’ and children’s interactions; and deepen opportunities for parents and children to contribute to the curriculum. It discusses policy and practice implications ...

There is a widespread expectation that acquiring ICT skills and experiences during childhood will be critical for later success in the workplace. The writers examine some of the issues and evidence from the literature.

From Alan Duff’s original vision in 1992, the Books in Homes programme grew to reach 397 low-decile schools and 78,000 students by 2001, with well over a million books distributed. The evaluation was based on questionnaire responses from Year 5 students, teachers and principals. The results showed that Books in ...

The author describes a study in which videotaped interviews from the NEMP project were analysed to see how children explained their answers to questions involving the commutative (“changing the order”) properties of addition, subtraction and multiplication. Many of the children, having grasped that “turn-arounds” worked in addition, incorrectly applied that ...