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.
Teachers and principals know that students learn best when involved, challenged and inspired. An integrated curriculum offers teachers the tools to engage, extend and enthuse students. Yet today’s curriculum seems to be narrowing and becoming restrictive. Assessment-driven teaching, reporting to standards and a pronounced emphasis on individual learning in numeracy and literacy now hold sway. Is it possible to balance standards with innovation? What scope is there for teachers and principals to use their initiative?
Weaving Te Whāriki is the only volume to bring together New Zealand and international commentary on the history, implementation, and influence of Aotearoa New Zealand’s ground-breaking early childhood curriculum framework. This new edition contains substantial updates of the chapters in the first edition, plus four new chapters: on Pacifica perspectives, working with infants and toddlers, transition to school, and perspectives on play.
Ko te tuhituhi o te whakaritenga o te whakaaro o tēnei pukapuka he whakatakoto huarahi ki ngā kāinga kōrero i tipu i roto i ngā tau kia kaua e wareware kia kitea ō mātau, ō tātau kanohi ngā kaituhi, ēnei kaituhi ki ngā hapori reo o tōu whānau, hapū, iwi. Kai kona te tika, kai kona te ora, kai kona e hora ai te kupu kia kaua e noho noa ki runga i te whārangi kohokoho, maremare ai. Koia te kaupapa o tēnei tuhituhi kia tipu ngā momo whakataurite, te anga whakaputanga o ngā whakahoutanga o te whakaaro mā tātau katoa ngā kaituhi me te hunga kai te piki ake.
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.
John Codd and Roy Nash lived the role of critic and conscience. During long academic careers at Massey University, they made lasting contributions to educational scholarship and to education policy and practice in this country, and they achieved international recognition for their work. John Codd was best known for his robust analysis and critique of education policies based on neo-liberal thinking. Roy Nash’s central concern was inequality and educational achievement.