Self-explanation prompts are questions that encourage students to explain their reasoning. In this article Kelly, Laura and Julie explain the benefits of using self-explanation prompts for teachers, describe how they align with the Australian Curriculum, and provide instructions for creating them.

Research shows that students benefit when they explain their mathematical reasoning (e.g., Booth et al., 2015); however, not all students will do this on their own without being prompted (Berthold, Eysink, & Renkl, 2009). Self-explanation prompts are questions posed to a student that encourage the student to explain what they have learned…

Computational estimation has not yet established a place in the Kuwaiti national curriculum. An attempt was made to include it during the early 1990s, but it was dropped by the Kuwaiti Ministry of Education because of the difficulties teachers had teaching it. In an effort to provide guidance for reintroducing the concept into the curriculum, this…

How happy are you about teaching science? Building on similar work from the Leverhulme Primary Project and the Primary Horizons, the authors pursued this question with 303 head teachers, science coordinators, and class teachers across England in a recent questionnaire survey. The findings point to very real progress being made in many areas of…

In this article we report on part of a small-scale study into the experiences of 28 British-born Asian and black, and overseas student teachers, who were following both Postgraduate Certificate in Education (PGCE) and school-based routes to qualified teacher status (QTS), in Sussex and Kent. The results indicate worrying degrees of racism,…

Norway recently adopted a National Framework Plan for Preschools. In this study, the central questions are: (1) What does a Framework Plan for one to five year olds mean to the preschool teachers and their educational work with children? (2) What are preschool teachers' understandings of the concept of learning in their educational planning and…

This study investigated teachers' perceptions and practices concerning musical improvisation in the English primary classroom. A questionnaire survey was carried out with participants drawn from primary teachers--both generalists and specialists--working in various regions of England. The findings demonstrate a positive view of teachers'…

Presents results of a study of skilled history teachers. Considers beliefs and practices of teachers as compared to what the English National Curriculum defines as good practice. Concludes that many teachers fail to follow the national definition of good practice not because of ignorance but because they have different ideas. (DK)

Presents a study of ways in which teachers believe that their research promotes professional development and educational change. Identifies factors that promote and constrain change. Suggests that, for teacher research to effect change throughout a school, the school must value critical reflection on practice and the sharing of ideas. (SG)

Argues that European schools must begin to deal with the issue of citizenship education in light of the emergence of the European Community. Concludes that both preservice and inservice teacher training will be critical to success efforts to promote European citizenship. (CFR)

Reports on the responses of headteachers and teachers in 570 primary schools in England and Wales to the introduction of the national curriculum in art. Finds that a significant majority of the respondents welcomed the national curriculum. (CFR)

Reports a survey of British middle-school teachers that supports recent British studies on teacher attitudes acknowledging the importance of poetry instruction and attributing reluctance to teach poetry to teacher lack of confidence and knowledge. Recommends promoting middle-school students' untapped interest in poetry through changes in the…

The second part of a British study of elementary teacher trainees' economic and industrial understanding is presented. In this segment, student teachers' attitudes toward economic issues and their perceptions of teaching as work are examined, particularly as they affect implementation of the economics portion of the national curriculum. (MSE)

Asserts that new government policies must be mediated and implemented through teachers. Maintains that research among some teachers reveals a number of creative adaptations to the English National Curriculum. Describes four aspects of this adaption and argues that they are all related to self-determination. (CFR)

Describes observations of art education in a Japanese junior high school during a three-month period in 1990. Discusses the teacher's role, classroom environment, course objectives, and teacher-student interaction. Identifies cultural differences and how they affect instructional methods and student achievement. (CFR)