Special issue - Children and childhoods: Agency, anticipation and contribution
4 July 2017
In this issue: Reading, writing, subject-specific literacy, academic vocabulary, immersion learning environments, second language teaching, and intercultural relationships.
13 June 2017
Articles in Set: Research Information for Teachers are offered online here as soon as they are finalised.
21 April 2017
Students can make huge gains in academic grades and confidence with the help of peer tutoring. This book provides practical, research-based strategies for anyone wanting to run a peer tutoring programme or to improve their own tutoring practice.
Curriculum research for the public good; lessons for 21st-century learning from the secondary school music classroom; an equitable curriculum for a digital age; high self-efficacy teachers and teaching dance; influences on self-worth; biomechanics and the health and physical education curriculum; enhancing parental involvement in student learning; social studies curriculum development.
21 December 2016
In this issue: culturally responsive, contextually located infant and toddler caregiving; two year olds in ECE; children’s health in early childhood education; “trissessment”; schema learning theory; embracing the spirit of ako.
1 December 2016
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.
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.