This paper discusses challenges and issues arising from NZCER's future-focused programme of research. It takes learning itself as an idea worthy of critical scrutiny and addresses some of the tensions that differences in views about learning create for future-focused research.
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This is a summary of the main points from the discussion sessions at the NZCER conference: Building future-oriented science education in Aotearoa New Zealand, held in October 2014.
In this presentation summary, Rachel Bolstad explores the range and nature of partnerships that are occurring between schools and the science community.
This is a summary of a presentation given at the NZCER's future-oriented science education conference in October. Rosemary Hipkins and Chris Joyce draw on a number of resources to showcase some of the science education work going on to support schools around the country.
This is a presentation on science PLD, given by Sabina Cleary of the University of Canterbury at the Building future-oriented science education in Aotearoa New Zealand conference in October 2014.
This was the keynote presentation given by NZCER senior researcher Ally Bull at the NZCER conference, Building future-oriented science education in Aotearoa New Zealand, held in Wellington on 21 October 2014. Science for citizenship is the goal for science in t he New Zealand Curriculum. Ally looked at how well we are doing and where the challenges and disparities lie.
These notes accompany the presentation by Ally Bull, called Building a future-oriented science education system: Are we nearly there yet? This presentation was given at the NZCER science conference in October 2014.
This working paper sets out some of the early findings from a pilot project to explore the qualities that future-oriented teachers might need and how those qualities might be developed. The work began under an NZCER project called Back to the Future and is now part of a TLRI-funded project called On the Edge: Shifting Teachers' Paradigms for the Future.
This report presents indicative findings from the first phase of NZCER's evaluation of Positive Behaviour for Learning (PB4L): School-Wide. It describes the extent of implementation of School-Wide in schools, identifies short-term shifts for schools that joined the initiative in 2010 or 2011, and discusses enablers and barrier. The findings suggest that overall, PB4L: School-Wide is well-regarded in participating schools and is linked to a wide range of changes for schools, teachers, and students.
This is the first report from a new initiative called TLRI Project Plus. It aims to add value to the Teaching and Learning Research Initiative (TLRI), which NZCER manages on behalf of the government, by synthesising findings across multiple projects. This report focuses on two projects in statistics education and explores the factors that contributed to their success.