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This book is a survival guide to help postgraduates at each stage of their studies. The editors gave each contributor a simple task: “If you could go back in time to when you started your postgraduate studies, what would you tell your younger, less experienced self? What advice could you give to prospective or current postgraduate students now, with the wisdom of your hindsight?”
A resource for teachers to take a fresh look at possibilities for building integrated units of learning and assessment.
A resource for teachers to take a fresh look at the New Zealand Curriculum key competencies.
This book brings together work by national and international scholars committed to honouring and building on the work of a passionate educator and lifelong advocate for children: Professor Anne Smith.
This book sets out the theory and practice of a range of restorative approaches and shows they can work in schools and early childhood education settings. The editors have drawn together educators and researchers who are experts in their field and who care deeply about students and teachers.
What is school reform? What makes it sustainable? Who needs to be involved? How is scaling up achieved? This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others.
Using the Te Kotahitanga Project as a model the authors branch out from the project itself to seek to uncover how an educational reform can become both extendable and sustainable.
A practical resource for using the “Science Capabilities” for curriculum planning
To celebrate 40 years of set: Research Information for Teachers, NZCER Press has published a collection of 16 articles selected from the many hundreds that have been published over the years. Selected by guest editor Marie Cameron, this is not a “best of” compilation but is a collection of some of the articles that have stood out for their originality or influence at the time they were published and remain relevant today.
This book, edited by Ross Notman, features case studies of 11 successful New Zealand educational leaders. It is intended as a testimony to their exemplary work and to help aspiring, new and experienced practitioners understand more about their leadership role. The case studies capture the exhilaration of being a leader in different school and early childhood centre settings and they identify key values, attributes and strategies that have enabled these leaders to achieve and maintain success.
Addressing the issue of how teachers and policy makers can work for inclusion with diverse children and families, this book focuses on the development of positive attitudes to difference, diversity and inclusion. It suggests possible ways to reduce and eliminate barriers to learning and participation in early childhood communities. The authors interrogate notions of difference, inclusion and exclusion from the perspectives of Māori and cultural responsiveness, Te Tiriti o Waitangi and biculturalism, interculturalism, gender, sexualities, economic disadvantage, age, religion and disability.
This is the inside story of indigenous education success. Te Kotahitanga is a theory based programme that has made a positive difference to the educational experience and achievement of Māori students in mainstream schools in Aotearoa New Zealand.
Ko te uhi o tēnei pukapuka Te Mauri o Te Whare he mea hanga, he mea whakarite kia aro ki te takoto, piri tahi ki ngā kōrero o tua, ki ngā kōrero o tēnei ao kikokiko. Ko ngā wāhanga katoa o tēnei uhi he rite tōna āhua ki te tīpuna whare. This is collection of essays pertaining to Māori teaching, learning, place, history and literature.
A collection of studies illustrating the potential of the Lead Teacher role for school-wide inquiry.
This book is about young children who learn through more than one language in Aotearoa New Zealand.
This book shows how teaching as inquiry can be built into the everyday work of classrooms to make a difference for all students, particularly priority learners.
Based on findings from the Secondary Student Achievement project, it is richly layered with whole-school, classroom and learner perspectives. The author highlights the successes that emerged as teachers re-examined their curriculum and teaching practices with the goal of raising the achievement of the priority learners they had identified.
Crammed full of classroom practice, investigative learning experiences and key research- and practice-based ideas, we predict it will quickly become a dog-eared resource in every primary school. It’s aimed at teacher educators and new graduates as well.
Teaching Reading Comprehension presents strategies that teachers can understand and teach. The strategies are simple, flexible and fun. This book incorporates the CORE research-based model of instruction for teaching comprehension strategies. This model brings together the High 5! comprehension strategies that every student can use: activating background knowledge; questioning; analysing text structure; creating mental images; and summarising. The book also discusses the importance of inference and the understanding of figurative language in reading comprehension.