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Author(s): Bev Webber

This issue brings you a diverse range of articles related to the new curriculum. We began this focus in issue No. 3 in 2007 with a number of commentaries. This time we can provide insights from...

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Author(s): Sarah Boyd

A series in which we ask a leading researcher to distil three key ideas from their work over the years.

Author(s): Annette Searle

At Westburn Primary School, Christchurch, the author worked with Years 1–4 children on a devised theatre work for a formal production. The fundamental principles of devising theatre inform...

Author(s): Chris Joyce, Ally Bull, Rosemary Hipkins, and Bill MacIntyre

The water cycle is an important context for school science, but the uncritical use of diagrams to simplify ideas may lead to misconceptions. Incorporating learning about how representations such...

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Author(s): Chris Brough

Student-centred curriculum integration is inclusive and future focused, enabling students to develop the competencies, values, knowledge, skills, and understandings espoused in The New Zealand...

Author(s): Jennifer Moore and Sue Robinson

New Zealand’s first secondary school nurture group, at Linwood College, is discussed with reference to Students First (a theme of the Secondary Futures project). Learning is organised around...

Author(s): Jessica Lobo

Practical Research for Education, 38, October 2007, pp. 29–33 (reprinted with permission)

This piece demonstrates authentic research in practice.

Author(s): Juliet Twist

Readers need to focus their attention on detail if they are to engage with big ideas. When a reader interprets details they produce knowledge; the production of knowledge allows them to gain...

Author(s): Libby Limbrick, Pauline Buchanan, Marineke Goodwin, and Helen Schwarcz

A report on research which found that targeted writing instruction based on evidence from students’ writing brought substantial improvements in student achievement, while teachers deepened their...

Author(s): Faye Parkhill and Jo Fletcher

Years 7–8 Asian students identified preferred follow-up activities to guided reading and a preference for reading fiction. Barriers to their engagement and achievement included compulsory...

Author(s): Kerensa White and Karen Lewis

Practical Research for Education, 38, October 2007, pp. 44–49 (reprinted with permission)

Evaluation of a pilot programme in UK primary schools to support children (often British born)...

Author(s): Trevor McDonald, Christina Thornley, Carla Thomson, Ken Pullar, Maree Pullar, and Helen Low

Collaborating in the secondary department of an area school, teachers and researchers developed their understanding of content area literacy and their skills in developing instruction to address...

Author(s): Chris Joyce

At the beginning of July I attended Scicon, a conference for teachers of science. One of the keynote speakers was Amanda Berry, a teacher-educator from Monash University in Victoria, Australia....

Author(s): Verena Watson
Are the tests normed? Why aren’t reading ages given in the new tests? How can we report to parents? Is there a specific test for each year group? How can we use the test results to...