set 1997: no. 1

School grounds have considerable influence on children's attitudes and behaviour—not only in terms of the grounds themselves, but also in relation to the school as a whole.

The proposal that professional development can empower teachers as curriculum leaders and thus enable them to transform curriculum practice is based on the authors' experiences at Australian National Professional Development Program workshops.

Social competencies have been highlighted in New Zealand's new curriculum documents, but what criteria do teachers of five-year-olds use when they think about social behaviours?

A comparison of the ages and year levels of students in different school systems.