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These are the proceedings from the Kei Tua o Te Pae hui on the challenges of kaupapa Māori research, held at Pipitea marae on 5–6 May 2011. Compiled by the NZCER Māori research team, Te Wāhanga, it includes all the presentations and panel sessions, as well as a summary of the workshop sessions. Several reflections from hui participants are also included.
Please note: Proceedings from the September 1-2 2012 Kei Tua o te Pae: Changing worlds, changing tikanga - Educating History and the future are currently being finalised. These will be published in the first half of 2013.
How should we educate today’s students so that they will be proactive, confident future-builders in the uncertain times ahead? This book explores that question. The authors used a selection of wicked problems as the basis for the futures-thinking process they used to explore what the key competencies might mean for implementing the New Zealand Curriculum in innovative, future- focused ways.
This resource is designed to answer some common questions asked by teachers about assessing the Key Competencies. It includes a DVD in which teachers and students talk about their ideas and experiences.
This report presents the findings of a kaupapa Māori research project called Kia Puāwaitia Ngā Tūmanako: Critical Issues for Whanau in Maori Education. We asked a variety of whānau the question: What sorts of educational research would be of benefit to your children and whānau in education? The aim was to use the whānau responses to refine a Māori-led and whānau-informed research agenda for Te Wāhanga.
For a summary of our findings for Māori medium (i te reo Māori), click here For a summary of our findings across Māori and English mediums (English language), click here.
Editor Paul Whitinui has reached across the disciplines, including education, psychology and health in his search for answers. The writers canvas topics such as the importance of te reo, Māori pedagogies, culturally relevant assessment, teacher education and creating a culture of care. Underpinning it all is a powerful call for recognition of Māori as culturally connected learners.
This book is for researchers, policy makers, school leaders, and Māori communities looking at positive, creative and dynamic ways of improving schooling for Māori students.
This resource aims to support teachers to understand the different aspects of the “nature of science” strand, including investigating and communicating in science, and participating and contributing. The booklet suggests many ways to modify activities in science education resources that schools already have, so they link to the NOS strand of NZC.
Teaching can be an exhilarating and exciting career despite, or perhaps because of, a never-ending round of challenges, difficulties and problems to solve. Beginning teachers face new challenges every day. This book points the way for school leaders to help them meet these challenges and encourage them to stay in teaching. New Zealand is no better at keeping new teachers than school systems in the United States, Australia or the United Kingdom. An alarming 37 percent of our new teachers leave teaching within the first three years. This happens although New Zealand has the best funding for teacher induction anywhere in the world.
Schools work continually to keep students with challenging and difficult behaviour engaged in education. The message of this book is that more can and needs to be done
The 2nd edition of the Samoan language translation of our very popular title Understanding NCEA: A relatively short and very useful guide for secondary school students and their parents.
If you are a Year 9 or 10 student, or a parent new to NCEA, this book is for you. It explains in plain language just how NCEA works – everything from standards, levels and credits to subject choice. It includes stories drawn from the real-life experiences of more than 100 students who have navigated various NCEA pathways. This book sets out how to make the best possible subject choices, avoid potential pitfalls and successfully prepare for further education or training.
This 2nd edition of the book was made necessary by a number of changes to the NCEA regulations over the past two years, including those related to numeracy and literacy and the University Entrance requirements.
Māori Pedagogies reviews literature related to Māori teaching and learning styles.
There is much to celebrate in mathematics and statistics education in Aotearoa New Zealand. The chapters in this book showcase some of our most exciting practice and research, and they are excellent examples of the work happening in New Zealand schools and teacher education.
A resource for teachers wanting to teach about resilience, mental health, interpersonal skills, and wellbeing.
Mentoring is a fundamental and increasingly important part of professional learning and development for teachers in Aotearoa New Zealand. This book is the first of its kind: a wide ranging compilation that explores the thinking, pedagogy and practice of mentoring in early childhood education and is a much-needed resource for mentors, leaders and teachers in early childhood education.
Available 16 May
Splrs at Wrk takes the broad concept of developmental spelling and translates current and previous research into a form directly accessible to classroom practitioners.
This is a must-read for anyone interested in understanding how to motivate children in reading, writing and oral language. It includes chapters on phonological awareness, strategies for Maori, Pasifika and Asian students, and support for students with dyslexia.
This is a ground-breaking account of one of the most complicated qualification systems in the world. The National Certificate of Educational Achievement (NCEA) is predominantly used in the senior secondary school in Aotearoa New Zealand. Its introduction between 2002 and 2004 signalled a seismic shift in assessment practice.
NCEA in Context offers a compelling account of the educational, social, and political forces that shaped New Zealand’s assessment landscape in the years before NCEA, through its implementation, to the present day. This book provides a frank analysis of the constraints, controversies, and compromises that contoured NCEA, while rebuffing the myth that a golden age of assessment existed before NCEA was introduced.
This book explores the complex relationship between NCEA and the New Zealand curriculum. The authors use examples from innovative schools to illustrate how an assessment approach that honours the intentions of the curriculum can provide rich learning experiences that motivate students and deepen their learning experience. Written by passionate educators, this book sets an agenda for the continued development of NCEA into a dynamic and adaptive assessment system fit for the future.