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Research Information for Teachers

set 2008: no. 3

publisher: 
NZCER Press

Contents

1

Editorial
Bev Webber

This has been an excellent year for set: Research Information for Teachers. We have received positive feedback from our readers; researchers have provided us, often unsolicited, worthwhile and thought-provoking items for publication; and our reviewers have ensured that the usual high quality of articles has been maintained.

The purpose of set has always been to make academic research accessible, interesting, and relevant for teachers. It is a tribute to researchers throughout New Zealand that they support this aim, while continuing subscriber numbers reflect teacher appreciation of their work. The combination of researchers, reviewers, and readers gives set its capacity to evolve and maintain relevance as the challenges of change in education continue.

Bev Webber
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2

Spotlight on the culture of the classroom: An interview with Mere Berryman
Sarah Boyd

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

Sarah Boyd
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4

Supporting the development of a positive school culture
Sally Boyd

Contemporary understandings about health education underpin one school's response to student and community need by ensuring consistency across the school system and using external providers to enhance this synergy. Supporting student action to improve health and wellbeing can assist schools to meet the intent of the new curriculum.

Curriculum and assessment, Sally Boyd, Student health and wellbeing
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9

Student-centred curriculum integration in action: "I was wondering if you could tell me how much one meat patty and one sausage costs?"
Chris Brough

Student-centred curriculum positions students firmly at the centre of their learning. The democratic teaching pedagogy underpinning this approach involves co-constructed learning with students and teachers planning together. Here, planning for camp provides a practical example of student-centred integration in action.

Student engagement
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15

Realising Māori student capability: An alternative approach to supporting students to maximize their potential
Marc Paterson, Dianne Wilson, and Anne Lawrence

Awatapu College's new Te Pikinga programme supports senior Māori students to realise their potential for tertiary studies. It aims to broaden students' options, encourage their engagement with learning, and increase their presence in senior academic classes. Promising results are emerging.

Māori and education
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19

Basic facts: Start with strategies, move on to memorisation
Alex Neill

Memorising a large repertoire of basic facts takes a significant cognitive load off the brain, allowing greater focus on the mathematics being explored. Neill outlines the benefits of having automated basic facts and advises on progressive memorisation of several key number facts.

Alex Neill, Maths education
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25

Do they get the picture? Feedback in primary classrooms
Deidre Vercauteren

Feedback is a key component of assessment for learning. This study explored whether a sample of students in Years 3–6 understood their teachers' feedback. The results showed some mismatch between teacher intention and student understanding.

Curriculum and assessment
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30

The active construction of curricula: Primary teachers' perspectives
Jan Byres

Interviews with primary teachers revealed questions of control of operational curricula. Schools hold significant power over curricula through their organisation, planning, and assessment requirements which sometimes have little educational purpose or benefit. Implications for schools and for teacher agency are discussed.

Curriculum and assessment
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35

The "something more" in key competencies
Rosemary Hipkins

This article explores how the key competency thinking links with 21st century views of teaching and learning.

Key Competencies, Rosemary Hipkins
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38

Developing teaching knowledge in primary technology
Judy Moreland, Bronwen Cowie, Alister Jones, and Kathrin Otrel-Cass

This article focuses on planning as a strategy for enhancing teacher pedagogical content knowledge.

Alister Jones, Bronwen Cowie, Kathrin Otrel-Cass, Professional learning
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42

Making connections in the teaching and learning of science and technology
Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass, and Alister Jones

Here, the focus is on ways to build continuity, coherence, and connections in learning over time.

Alister Jones, Bronwen Cowie, Kathrin Otrel-Cass, Science education
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45

More than talk and writing: Exploring the multimodal nature of classroom interactions
Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass, and Alister Jones

This article illustrates the potential of using multiple means to help express and develop ideas.

Alister Jones, Bronwen Cowie, Kathrin Otrel-Cass, Science education
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49

Jumping to conclusions: Making too much of one response
Charles Darr

These days we are keen to make the most of our test data, particularly when it comes to informing next steps for teaching and learning. Sometimes we may examine how students have responded to particular questions on a test. This is good practice. It can be very enlightening to see what students found difficult (or easy) within a particular assessment and to think about the responses they made. It is also always important to know what was actually tested and how this matches our learning intentions. However, we must take care when dealing with responses to single questions. Making judgements as to what an individual knows (or doesn’t know) on the basis of a response to a single question is problematic and can lead to poor decision making.

Assessment tools, Charles Darr, Curriculum and assessment
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Product code Product title Price Quantity
SET2008_3 SET 2008, ISSUE 3 $29.95