As part of a project designed to provide information on the nature and uses of within-class pupil groupings for teaching and learning in secondary schools in England, this paper focuses on qualitative interviews with 20 teachers from three core curriculum areas in six schools. Interviews concerned the range and explanations for teachers' choices…

Results are reported on the literacy and numeracy skills of a sample of Black and White United Kingdom children just prior to entry into 33 Inner London Education Authority infant schools. There were few differences in children's test scores attributable to ethnic origin. (Author/CT)

This study investigated reactions of 51 children to entry into nursery school, based on observational data, a test of conceptual ability, and assessment of adjustment. Four styles of entry behavior were identified, and connections drawn between entry behavior and early experience, especially in the home. (SK)

Describes a project with two aims: (1) to develop, with the help of practicing teachers, strategies and ideas that would be of benefit to young socially handicapped children, and (2) to evaluate these strategies in a controlled environment. (CT)

Interviews with 174 11-year olds in London schools determined that playtime was very popular, but concerns were expressed about bad weather, not knowing what to do, and disruptive behavior. Unacceptable playground behavior was taken too much for granted. Football seemed to dominate other activities. (SK)

Early childhood teachers in Britain (n=359) found working with young children rewarding but felt impeded by stressful educational changes and curriculum initiatives, especially when required to implement policies contrary to their teaching values and philosophy. They were frustrated at spending more time on bureaucratic tasks than on teaching. (SK)