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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.
The authors present five research-based strategies to help students find, understand and use new vocabulary. Aimed at teachers, it links to the Literacy Learning Progressions and will be useful for meeting the National Reading and Writing Standards.
Social studies education plays a critical role in developing young people as active and engaged citizens in uncertain, complex times. This edited collection presents the latest research, ideas and practice in the social studies learning area in Aotearoa New Zealand. The writers challenge educators and policy makers to think deeply about the purpose of social studies and its transformative potential for citizenship education. They embrace social studies as "the contested, fluid collision zone of differences value systems" and they seek to inspire teachers at all levels to explore the potential for learning to incorporate critical and authentic social action.
The Chameleonic Learner delves into the learner’s world: how they conceptualise learning, how self-assessment works and why context matters. Young people’s voices are clearly heard alongside the theory and practice of learning and self-assessment.
The second edition of Discovery updates, expands and illustrates Helen May’s foundation book on the discovery of new and often radical ideas concerning the care and education of young children in institutions established outside of the family home.
This is an up-to-date resource written with the aim of improving the literacy of dyslexic students. The authors are experienced university teachers and researchers with expertise in literacy. In putting the book and videos together, they consulted with other university researchers, students with dyslexia, their parents, classroom teachers and principals. In this book and accompanying DVD aim to de-mystify dyslexia and show that there are many practical things classroom teachers can do about it.
This is a comprehensive collection of the book chapters and journal articles published on Pasifika social work issues in Aotearoa New Zealand in the last 10 years. It is the first annotated bibliography of its kind. Every entry is directly related to social work and has a helpful short description, giving an immediate overview of the formal literature in the field. Faleolo especially focuses on highlighting Pasifika ways of thinking and working that can inform Pasifika-oriented models of social work practice. It covers material relevant to the Samoan, Tongan, Cook Island, Niuean, Fijian, Tokelauan and mixed-ethnicity communities.
Aimed primarily at social work students, practitioners, service providers, policy makers, academics, trainers, administrators and other supporters of social work will also find this an essential and significant publication.
- What are schemas and how can they be used to enhance learning?
- How can adults best support schema learning to extend children’s thinking?
This vastly expanded new edition of Thinking Children explores the frequently observed schemas of young children–patterns of behaviour from which understanding and growth is derived–and draws out the nature of this learning.
It is essential that adults working with young children are able to recognise and identify schema learning and understand and support the opportunities for learning they present. Good observational skills are a key element and the book features a Child Observation Schedule.
Rich with case studies and examples, the authors provide an accessible insight into:
- the theory behind schemas and memory development
- curriculum and pedagogy
- supporting schema learning
- schemas an early literacy
They show how schema learning is enhanced when children can choose what they play with, and for how long, in a varied play environment.
Thinking Children will help you feel more confident and knowledgeable about extending schema learning, whether you are a student on a course in early childhood education or whether you are a more experienced practitioner in an early years setting.
The early childhood education sector has become increasingly aware that providing quality early childhood experiences to foster young children's learning and development involves more than simply offering a programme and an environment to operate in. Quality interactions between adults and children are a key factor in promoting learning.
Thinking Together discusses the key aspects of quality adult:child interactions, using many examples drawn from actual observation.
This is the third book in a series of essay collections written in te reo Māori and edited by Agnes McFarland and Taiarahia Black. "Ko te kaupapa o te whare tīpuna me te marae, he pupuri i ngā kōrero tuku iho a te iwi mai anō i ngā tīpuna. He wāhi hai wānanga tahi i ngā kaupapa."
This book describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration used to help highly competent Māori immersion students, in their transition to a bilingual secondary school. A collaborative story gathered from participants at the end of the programme, together with the process and outcome data, strongly support the successful outcomes of this "participant-driven" programme.
This remarkable story provides both a model and inspiration for other initiatives which involve school, students, and the community.
Mere Berryman, Ngāi Tuhoe, has vast experience as a teacher and has worked for the past ten years as a researcher in special education with the Ministry of Education GSE Poutama Pounamu Education Research and Development Centre at Tauranga, which she also manages.
How enduring philosphical ideas can help us make sense of contemporary educational issues.
Explains in plain language just how NCEA works – everything from standards, levels and credits to subject choice. This second edition is essential reading for all secondary school students and their parents.
An innovative pedagogy that will draw out your students’ imagination, engage them, and motivate literacy learning.
What was the real effect of the radical Tomorrow’s Schools reforms? Has New Zealand’s school system improved as a result? What changes are needed now to meet our expectations of schools?
This is the definitive and compelling story of New Zealand school self management over more than two decades. Cathy Wylie explores the paths taken and the growing tensions of a system that left too much to chance.
- What is vocabulary?
- How is it acquired?
- What does it mean to “know” a word?
- What are the roles of incidental learning and explicit teaching?
These and many other questions are addressed in this literature review.
There are several suggestions for teaching vocabulary leading to independent use of vocabulary strategies. Four key strategies are described:
- phonemic knowledge
- guessing from context
- morphemic analysis
- dictionary use.
Natalie Kirton is a literacy co-ordinator and facilitator with TEAM Solutions at the Faculty of Education, The University of Auckland.