The author, who changed her French class from a traditional, teacher-directed format to independent study, explains the benefits she found in this new system, particularly in the change of her own role. (SJL)

The author, Deputy Head of Chalk Dell Infant School in Hertford, England, reviews research on the effects of class size and analyzes her own experience with a class of 33 and a class of 23 students. (Editor/SJL)

This article describes techniques for organizing curriculum in a one-teacher rural elementary school. Flexibility in grouping and teaching strategies, thematic approaches, and independent learning activities are emphasized. (SJL)

Presents some of the findings of the ORACLE research program (Observational Research and Classroom Learning Evaluation), a detailed observational study of teacher-student interaction, teaching styles, and management methods within a sample of primary classrooms. (Editor/SJL)

The author suggests that vertical grouping (children of different ages, usually a two or three year span, are in the same class) has many advantages, especially in the area of social learning. (KC)

Tackles the vexed question of mathematics teaching in unstreamed, mixed ability, elementary mathematics classes. (Editor/RK)

Describes a range of alternative organizational patterns which are possible in mixed ability situations and attempts to make explicit their underlying values and assumptions. (Author/RK)