Do they really matter?
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Articles on Primary school
Displaying 81 - 100 of 149 articles
Children in the north of England are more likely to finish school with poorer grades and are less likely to go on to further education.
It has been predicted we will need 1,627 more classes for primary students nationally before 2025, and to respond to this demand we need to fix the gender imbalance in the teacher workforce.
A recent report suggests reception classes should spend less time playing and more time focusing on literacy and mathematics.
The latest What Kids Are Reading report finds that secondary school students aren’t challenging themselves – and it could limit their choices later in life.
Research shows that for children, the most important aspect of school life are the relationships they build with their friends and teachers.
Education Minister Simon Birmingham is right to be concerned about the number of children struggling with literacy - but this test is not the solution.
Despite the need for both male and female teachers, male primary school teachers could be extinct by 2067.
Many parents are demanding less technology use in the classroom due to the amount of screen time children get at home. This story explores whether maths education and technology go hand in hand.
Jerome Bruner, Kathy Sylva and Catherine Snow are names we are more familiar with than we think.
Young children have little time set aside to learn a foreign language. They must make the most of it.
The continuing decline in the numbers of male primary school teachers suggests more attention needs to be placed on retaining those already in the profession.
Writing is a fundamental outcome indicator of learning across subjects and grades. The latest NAPLAN results tell us we need to do more to empower children with these skills.
The transition from early learning parent involvement to primary school level often leads to less face time with school and teachers and more home-based support for children.
Why a common sense approach is needed when it comes to autism and primary school tests.
Over the years, our understanding of how language and learning are linked has shifted and changed. There is ample evidence about the value of mother-tongue-based multilingual education.
Many people look down on foundation phase teachers, believing it requires little training or expertise. This couldn’t be further from the truth.
The gap between boys and girls starts early and grows quickly.
Three reasons why the new progress measures may be a misleading indicator of school performance.
Do we really need to focus on things like spelling or memorising dates if technology can do that for us? Perhaps education should focus on other things instead.
Top contributors
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Lecturer in Education, Swansea University
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Senior Lecturer in Educational Leadership, Australian Catholic University
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Professor in Early Childhood Education and Community, University of Canberra
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Senior Lecturer in Literacy, Edith Cowan University
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Research Officer at Medical School, Swansea University
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Professor in Public Health Data Science, Swansea University
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Senior Lecturer in Health and Physical Education, University of Tasmania
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Senior Lecturer in Teacher Education, Leeds Beckett University
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Professor of Education, Sheffield Institute of Education, Sheffield Hallam University
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Professor of Early Childhood and Primary Education, UCL
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Lecturer, School of Education and Arts, Australian Catholic University
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PhD student, UCL
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Professor of Education and Head of the School of Education, University of Sheffield
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Researcher in Child Health and Well-being, Swansea University
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Principal Lecturer in Mathematics Education (Primary), University of Brighton
