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. Connecting Curriculum, Linking Learning bridges a gap in the literature on curriculum integration. Based on current New Zealand classroom research, this book provides vivid portraits of teachers' practice, and reveals the strengths and weaknesses of an integrated approach. Featuring drama as inquiry alongside other arts-inspired approaches to integration, Connecting Curriculum, Linking Learning reflects the ethos of the New Zealand curriculum.
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.
Edited by Joce Nuttall
The only volume to bring together New Zealand and international commentary on the history, implementation, and influence of Aotearoa New Zealand’s groundbreaking early childhood curriculum framework. This new edition contains substantial updates of the chapters in the first edition, plus four new chapters: on Pasifika perspectives, working with infants and toddlers, transition to school, and perspectives on play. Authors from New Zealand, Australia, Denmark and the United Kingdom offer their analysis of Te Whariki in ways that will be accessible to student teachers, early childhood educators, academics, and policy makers alike.
Agnes McFarland (Ētita)
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.
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.
This report presents the findings of a kaupapa Māori research project called Kia Puāwaitia Ngā Tūmanako: Critical Issues for Whanau in Maori Education. We asked a variety of whānau the question: What sorts of educational research would be of benefit to your children and whānau in education? The aim was to use the whānau responses to refine a Māori-led and whānau-informed research agenda for Te Wāhanga.
History Matters reflects the dynamic nature of teaching and learning history in New Zealand secondary classrooms. It demonstrates not only the wealth of enthusiasm and expertise within the history teaching community,but also a commitment by teachers to developing a research literature on historical thinking that is ‘for teachers and by teachers’. The book bridges the gap between theory and practice among history teachers.
The book was launched on Monday 1 October at the New Zealand History Teachers Association conference in Wellington.
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.