In this issue we continue to celebrate thirty years of set. While set has always been a refereed journal it is now officially recognised as such by the Commonwealth Department of Education Science and Training (DEST). This is a fitting milestone for a year of celebration.
set 2004: no. 2
publisher:
NZCER Press
SET2004_2
2004
NZCER Press
NZD$29.95 includes GST
publisher:
NZCER Press
| Product code | Product title | Price | Quantity |
|---|---|---|---|
| SET2004_2 | SET 2004, ISSUE 2 | $29.95 |
|
Contents
2
Classroom resources, Education history, Professional learning
set started in 1974 as a kit—looseleaf pages and little booklets with articles, reviews, and even
stories. set generally came out twice yearly—free for the first few issues, funded by the Department
of Education, then on a subscription basis. It covered education from preschool to tertiary level.
3
Curriculum and assessment, Schooling for the future, Student well-being
Road safety education for young children requires more than games, rhymes, and worksheets; it needs to be linked to everyday experiences of traffic and addressed "little and often". This article reports on the experiences of teachers and classes in the first years of school who participated in a national project to develop integrative cross-curricular, essential-skills-based road safety education.
8
Curriculum and assessment, School governance and management, Student engagement
Teachers are constantly urged to develop higher-level thinking skills in their students. This article describes one school's approach to developing these skills in Year 9 students in a way that is meaningful, transferable, and fun.
15
Curriculum and assessment, Educational policy; structure and systems, School governance and management, Science education, Student engagement
Education for the environment is invariably considered to be the fundamental element in education "in, about, and for" the environment. However, research from New Zealand and elsewhere suggests that too few primary and secondary school programmes actually achieve substantial outcomes for the environment.
19
Educational policy; structure and systems, Implementing New Zealand Curriculum, School governance and management, Science education
A national research project investigated environmental education practice in New Zealand schools. This article describes and discusses key characteristics of current practice and the achievements of that practice in environmental education for teachers, students, schools, and the wider school community.
25
School governance and management, Student engagement, Student well-being
This article discusses the merits of using cancer as a context for teaching about social and ethical issues. It is based on part of a larger research project that investigated the teaching and learning of social and ethical issues in a Year 13 biology class.
29
Curriculum and assessment, Educational policy; structure and systems, School governance and management, Student engagement
Once upon a time, it happened that all the Newspaper Editors, Employers and Professors of Engineering throughout the land came to believe that children were no longer able to jump as well as they had in the old days, when the Newspaper Editors, Employers and Professors of Engineering themselves had been young. Overcome by a deep sense of concern at such a decline from the high standards they themselves had set, and anxious to convince the few remaining doubters of the superiority of their own generation over that of the present day, they secured the appointment of a Committee of Inquiry into the Jumping Ability of Schoolchildren.
30
Curriculum and assessment, Educational policy; structure and systems, Student engagement
Once upon a time the animals decided they must do something decisive if they were ever to solve the problems created by the growing complexity of their society. They set up a working party and, in due course, the working party reported back that in their view, taking all circumstances into consideration, a school should be set up. A second working party was then appointed to consider this recommendation and in due course their report appeared as well. This agreed with the first report, and recommended that the school curriculum should consist of Running, Climbing, Swimming and Flying, research studies having shown that these were the basic behaviour patterns of most animals. They also recommended that every pupil should be encouraged to obtain passes in all subjects before leaving school. And so it was decided, and the school opened its gates for the first time.
31
Curriculum and assessment, School governance and management, Student engagement
This article examines significant social-emotional influences on gifted students' motivation. While students' motivation to engage in learning is very much determined by factors specific to each individual, understanding and knowledgeable teachers—and appropriate classroom and school environments generally—are key contributing factors.
35
Curriculum and assessment, Student engagement
This study looks at an RTLB working within classrooms in a cluster of schools, assisting teachers in implementing inclusive practices to increase social and co-operative interaction between Year 1 peers. The study explores whether the teaching of specific social and co-operative skills, with practice opportunities across the curriculum, increases this type of interaction between peers within a Year 1 classroom.
40
Literacy, Science education, Student engagement
This article outlines Chinese-speaking students' perceptions of what helps and what hinders their learning of science in English in New Zealand secondary classrooms. Six students were interviewed to ascertain their views and explore their experiences.
44
School governance and management, Special education, Student engagement, Student well-being
The quotation in the title of this article comes from Ryan, a New Zealand secondary-school student, in a statement to his teachers. Ryan wanted his teachers to recognise his impairment-related needs and experiences at school and to take these into consideration in their teaching. His statement also referred to the various barriers he faced at school that meant he needed help or additional time for school activities. Ryan was particularly keen to point out to teachers that he was still able to participate at school and that teachers could talk to him about his needs and experiences if they wished.
49
Assessment, Curriculum and assessment, Information and communication technologies
The banks provide tools for formative assessment. Recently developed resources support self- and peer-assessment. Recent small-scale research projects provide information to support assessment and learning. Assessment Services are proactively networking and sharing information with other providers of professional development in assessment.
51
Assessment, Classroom resources, Literacy, Student engagement
Spelling – Write and Right! (Part 3)
In News and Views (No. 3 and No. 4, 2003) we gave you the lists of essential words that make up 75 percent of most writing. We left you with this question:
Q: The essential words make up about 75 percent of all writing.
What about the other 25 percent?
A: Children write about a wide range of topics – far too wide for all the words to be included in spelling lists to be learnt. So, many teachers get children to keep their own Personal Spelling List (PSL). These lists are made up of words that children often use in their writing, but are unsure of their spelling.