To remove the adversary emphasis from pupil-teacher interactions, the author presents a simple model, showing how an intervention can potentially make a situation better, worse, or unchanged for the pupil and the teacher. A sample scenario is provided of two teachers dealing with a misbehaving child. (SJL)

This article tries to provide both a justification for primary science and an introduction to the kind of science which can be fostered by nonspecialist class teachers in primary schools. (KC)

Described is a science program for students in grades 3 and 4. Because there is only one hour per week set aside for science instruction, an attempt has been made to incorporate science into other subject areas. (KC)

The authors suggest that simply by changing the method of questioning, a teacher can change not only the intellectual demands in the classroom, but also the range of thinking strategies that provide for understanding and competence. (KC)

Presents teaching suggestions for multifaith religious education in British schools, including teaching content and materials for various ages, chapel or assembly practices, and recommended teacher resources. Discusses the importance of the teacher's attitude. (SJL)

Provides British elementary and middle grade teachers with guidelines for teaching about minorities, as well as for judging and taking action on bias in school books. (Editor/SJL)

Presents an overview of factors in the development of children's art and a theoretical rationale for elementary art education. (SJL)

The author explores ways in which teachers can intervene sensitively to develop children's artistic sensibilities. He discusses general principles and illustrates his ideas with reference to teaching children drawing. (Editor/SJL)

In relationship to findings of infant and junior school research projects, this article discusses six aspects of student/teacher interaction in the context of hearing children read. Topics discussed are time spent on the interaction, attention switching, classroom organization, the use of questions, the importance of meaning, and teacher help with…

Briefly reports findings of research indicating that primary school children are adept at recognizing many historical stereotypes and placing them in an accurate sequence. Illustrates how time charts can be used to foster children's historical understanding. (RH)

This article focuses on the teaching and learning of historical material among young children aged five to seven. It examines present practice, its underlying assumptions and what happens in the classroom, and makes some sggestions on content and methods for history instruction for this age group. (Author/SJL)