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TEACHING AND LEARNING
How well do our students achieve? A summary of 35 years of
international comparisons
Warwick B. Elley
How well do our students learn what we set out to teach them? There are many
opinions, but not enough facts. This article summarises the results of 35 years
of international surveys of achievement in reading, mathematics, and science.
There is some support for our reading programmes in the cross-national data, but
serious questions remain about our weaknesses in mathematics and science.
What makes for successful integrated use of ICT in a low-decile
primary school?
Jo Fletcher and Diane Brooks
Given that children's achievement appears to be enhanced in schools
(particularly low-decile schools) with ICT-rich environments, research into what
might help staff at a low-decile school integrate ICT into their school
curriculum is timely. The authors also looked for ways teacher education
providers might encourage the effective integration of ICT in pedagogical
practices.
Behaviour intervention: A pilot programme
Alison
Sutherland
This article describes a pilot behaviour intervention programme for boys aged
7–9 with severe, challenging behaviours. The pilot was based on the Canadian
SNAPTM (Stop Now and Plan) programme and developed jointly by the Ministry of
Education/Special Education and primary and secondary RTLBs.
Students take the lead: Moving towards student-led
conferences
Robyn Fox
This article explores the perceptions of parents/caregivers, teachers, and
students in an intermediate school about the success of this approach to
reporting on learning.
Effective use of Reading Recovery in low-decile
schools
Sue McDowall
Reading Recovery is offered in most New Zealand schools, yet recent research
shows that low-decile schools are less likely to offer it. This article explores
reasons for the lower uptake of Reading Recovery in low-decile schools,
identifies some of the challenges they face in implementing it, and presents
some solutions drawn from case studies of eight decile 1–4 schools selected for
their effective implementation of Reading Recovery.
How I feel about maths at school—accessing children's
understandings through their drawings
Mark Kilpatrick, with Vicki M.
Carpenter and Gregor Lomas
Accessing children’s understandings through traditional methods of assessment
can be problematic for teachers. This article explores how the use of drawings
by a group of Year 5 children to answer questions about mathematics allowed them
to describe their ideas more clearly, and contributed to a deeper knowledge of
their beliefs and understandings.
HE WHAKAARO ANÖ
Who should decide the curriculum?
Rachel Bolstad
RESEARCH AS ENQUIRY
Planning your research project
Mark Rickinson
What is research, what does it involve, and how can you plan research so that
it is effective? This article, written for educational practitioners who are (or
would like to be) involved in planning and undertaking research, gives an
overview of the research process, guidance on planning a research project
effectively, and case-study examples and ideas for effective planning.
Professional development through teacher
enquiry
Graham Handscomb and John MacBeath
The authors argue the case for teachers to engage in and make use of
research. Drawing on their experiences as consultants working in English schools
they show how the "research-engaged" school can make an important contribution
to self-evaluation, improvement, and the professional learning of staff. Their
article explores the powerful contribution teacher enquiry can make to
professional learning. An overview of New Zealand teachers' experiences of
undertaking research is included to add the New Zealand perspective.
If "research" is the answer, what was the
question?
Rosemary Hipkins
This article, the fourth of a series about student research activities,
examines the underlying reasons why it is important for students to have rich
opportunities to carry out research-related activities. The author discusses the
nature of research as enquiry, identifies some common themes in advocacy for
future-focused education, and links them to the key competencies currently being
introduced into the New Zealand curriculum.
ASSESSMENT NEWS
Which assessment tool?
Chris Joyce
A look at the range of assessment tools available, what they do, and how to
select the most appropriate tool for your assessment needs.
Why do prices vary?
- The latest 2 years are available on subscription only
- You can buy individual back issues that are more than 2 years old
- There are special prices for different types of subscriptions
- Need help? Email subscriptions@nzcer.org.nz
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