A series of mathematics tests called Achievement in Mathematics (AIM) is being developed for New Zealand schools. These tests aim to give detailed information about student performance in mathematics. The emphasis of the tests is on formative assessment that informs teaching and learning.
Paper presented at the International Association for Educational Assessment (IAEA) conference, Hong Kong, September 2002.
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This paper describes the non-conventional Year 12 and 13 programmes developed at seven low decile New Zealand schools to assist students, at risk of leaving school without qualifications or plans, in their transition to the workforce and/or tertiary education.
Innovative Pathways is a longitudinal study of the impact of these programmes on students' transition decision-making and behaviour.
This literature review is focused on international and New Zealand evaluations of "technology-rich" information and communication technologies (ICT) initiatives in schools from 1990 onwards.
This review of research on effective science education is aimed at informing the broad area of "teaching and the dynamics of learning".
The review covers the significant international and New Zealand research (including teacher research) on effective pedagogy, and the links between student learning, curricula, pedagogy and assessment in science education across the compulsory sector.
How do New Zealand schools make substantial changes? Why do schools feel the need to change? Do they change simply in reaction to outside pressure, or as a result of their own values? Does change become an everyday practice or does it need heroic effort? What kind of change is sustainable over time? How important are government provision and accountability frameworks?
How do New Zealand schools make substantial changes? Why do schools feel the need to change? Do they change simply in reaction to outside pressure, or as a result of their own values? Does change become an everyday practice or does it need heroic effort? What kind of change is sustainable over time? How important are government provision and accountability frameworks?
Occasional paper 2002/1
A recent High Court decision could have a major impact on education for children with special needs.
Occasional Paper 2002/2
A new review of the research evidence about differences affecting the quality of early childhood education.
Māori and Pasifika students are over represented amongst students who are underachieving in school science. New Zealand's science curriculum aims to be inclusive of these students and to that end suggests contexts for learning that take account of different types of life experiences. While equity is intended, such approaches may stereotype students, appropriate their cultural backgrounds, and alienate them from experiences of school science learning that could encourage their subsequent participation in science-related careers and/or democratic debates.
Keynote address to NZEI Te Riu Roa Conference, Collaborative approaches in the early years, Wellington, 4-7 April 2002.