Teachers are encouraged to enhance professional competence through reflective practice and they are also asked to undertake research to generate evidence for their professional practices. This paper reports on an inquiry into a group of primary school English language teachers' research engagement in the province of Guangdong on the Chinese…

States that many students feel history and geography do not need to be taught after Key Stage 3 (ages 11-14). Explains that students lack an understanding in correlating the importance of these subjects to their future. Draws from questionnaire data that focused on students' perceptions of history and geography. (CMK)

Reports on two studies that examined teachers' perceptions of the characteristics of good schools. Notes that institutional biases exist in all types of schools. Found high levels of agreement among primary, secondary, and special school teachers' ratings of the qualities of good schools. (KO)

Describes one aspect of an evaluation of an action-planning initiative to improve pupils' learning in Year 9, focusing on Personal Learning Planning (PLP). Reveals that students did not link PLP with fundamental aspects of effective learning and that outcomes differed for boys and girls. Includes references. (CMK)