Differences in teaching styles have conventionally been described in terms of ill-defined dichotomies. The aim of the present study was to provide a more adequate representation of teaching practices by creating a typology based on the self-reported strategies of primary school teachers. (Editor)

An attempt is made to provide an interpretive framework for the findings of recent research on teaching at primary school level. A model of teaching/learning processes is outlined prior to an investigation of the empirical linkages between the element of the model. Implications of the model for teaching skills are also explored. (Editor/RK)

Article focused on a report of a 10-year evaluation study of the experimental introduction of French into the primary school curriculum. (Author/RK)

The JEPI was re-analysed by item, factor and cluster analysis. (Editor)

Verbal reasoning and semantic divergent thinking scores together with assessments of conventional and creative English attainment were gained for 331 10-year-old children. A factor analysis demonstrated a separation of the ability and attainment measures. (Author)