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Books A-Z

Author(s): Alexandra C. Gunn, Diane Gordon-Burns, Kerry Purdue, Nicola Surtees

Addressing the issue of how teachers and policy makers can work for inclusion with diverse children and families, this book focuses on the development of positive attitudes to difference, diversity and inclusion. It suggests possible ways to reduce and eliminate barriers to learning and participation in early childhood communities. The authors interrogate notions of difference, inclusion and exclusion from the perspectives of Māori and cultural responsiveness, Te Tiriti o Waitangi and biculturalism, interculturalism, gender, sexualities, economic disadvantage, age, religion and disability.

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Author(s): Russell Bishop and Mere Berryman and Janice Wearmouth

This is the inside story of indigenous education success. Te Kotahitanga is a theory based programme that has made a positive difference to the educational experience and achievement of Māori students in mainstream schools in Aotearoa New Zealand. 

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Author(s): Agnes McFarland rāua ko Taiarahia Black

Ko te uhi o tēnei pukapuka Te Mauri o Te Whare he mea hanga, he mea whakarite kia aro ki te takoto, piri tahi ki ngā kōrero o tua, ki ngā kōrero o tēnei ao kikokiko. Ko ngā wāhanga katoa o tēnei uhi he rite tōna āhua ki te tīpuna whare. This is collection of essays pertaining to Māori teaching, learning, place, history and literature.



Author(s): Edited by Rebecca Jesson; Aaron Wilson; Stuart McNaughton; and Mei Lai

A collection of studies illustrating  the potential of the Lead Teacher role for school-wide inquiry.

Author(s): Edited by Valerie N Podmore, Helen Hedges, Nola Harvey, Peter J Keegan

This book is about young children who learn through more than one language in Aotearoa New Zealand.


Author(s): Lindsey Conner

This book shows how teaching as inquiry can be built into the everyday work of classrooms to make a difference for all students, particularly priority learners.

Based on findings from the Secondary Student Achievement project, it is richly layered with whole-school, classroom and learner perspectives. The author highlights the successes that emerged as teachers re-examined their curriculum and teaching practices with the goal of raising the achievement of the priority learners they had identified.

Author(s): Robin Averill, Roger Harvey

Crammed full of classroom practice, investigative learning experiences and key research- and practice-based ideas, we predict it will quickly become a dog-eared resource in every primary school. It’s aimed at teacher educators and new graduates as well.

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Author(s): Susan Dymock, Tom Nicholson

Teaching Reading Comprehension presents strategies that teachers can understand and teach. The strategies are simple, flexible and fun. This book incorporates the CORE research-based model of instruction for teaching comprehension strategies. This model brings together the High 5! comprehension strategies that every student can use: activating background knowledge; questioning; analysing text structure; creating mental images; and summarising. The book also discusses the importance of inference and the understanding of figurative language in reading comprehension.

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Author(s): Susan Dymock, Tom Nicholson

The authors present five research-based strategies to help students find, understand and use new vocabulary. Aimed at teachers, it links to the Literacy Learning Progressions and will be useful for meeting the National Reading and Writing Standards.

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Author(s): Edited by Michael Harcourt and Bronwyn Wood and Andrea Milligan

Social studies education plays a critical role in developing young people as active and engaged citizens in uncertain, complex times. This edited collection presents the latest research, ideas and practice in the social studies learning area in Aotearoa New Zealand. The writers challenge educators and policy makers to think deeply about the purpose of social studies and its transformative potential for citizenship education. They embrace social studies as "the contested, fluid collision zone of differences value systems" and they seek to inspire teachers at all levels to explore the potential for learning to incorporate critical and authentic social action.

Author(s): Russell Bishop


Russell Bishop sets out how schools and teachers can respond to diverse groups of students and develop teaching practices that promote learning for everyone.

Author(s): Roseanna Bourke

The Chameleonic Learner delves into the learner’s world: how they conceptualise learning, how self-assessment works and why context matters. Young people’s voices are clearly heard alongside the theory and practice of learning and self-assessment.

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Author(s): JJill Bevan-Brown

Providing culturally effective, inclusive,  education for Māori learners

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Author(s): Helen May

The second edition of  Discovery updates, expands and illustrates Helen May’s foundation book on the discovery of new and often radical ideas concerning the care and education of young children in institutions established outside of the family home.

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Author(s): Angus Macfarlane. Sonja Macfarlane. Sharlene Teirney. JR Kuntz. Benita Rarere-Briggs. Marika Currie. Roimata Macfarlane

This adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use the Hikairo Schema several times over, drawing on their previous experiences to inform and to develop new and innovative ways of facilitating culturally sensitive and inclusive learning settings.  This self-paced guide allows kaiako, whānau, and tamariki to collaboratively co-construct goals and outcomes that are relevant to their learning contexts. Kaiako can adapt the Hikairo Schema to fit not only their own needs, but their own pace and level of

Angus Macfarlane: Professor of Māori Research, University of Canterbury (UC)

Sonja Macfarlane: Associate Professor, School of Health Sciences, UC

Sharleen Teirney: Deputy Principal, Te Kura Kaupapa Māori o Te Whānau Tahi

JR Kuntz: Senior Research Advisor, Te Rū Rangahau Māori Research Lab, UC

Benita Rarere Briggs: Lecturer in Early Childhood Studies, UC

Marika Currie: Head Teacher, Northland Kindergarten Association

Marie Gibson: Intern, Te Rū Rangahau Māori Research Lab, UC

Roimata Macfarlane: Pouwhakarewa, Northland Kindergarten Associationcomfort.


Author(s): Tom Nicholson and Susan Dymock

This is an up-to-date resource written with the aim of improving the literacy of dyslexic students. The authors are experienced university teachers and researchers with expertise in literacy. In putting the book and videos together, they consulted with other university researchers, students with dyslexia, their parents, classroom teachers and principals. In this book and accompanying DVD aim to de-mystify dyslexia and show that there are many practical things classroom teachers can do about it. 


Author(s): Moses Faleolo

This is a comprehensive collection of the book chapters and journal articles published on Pasifika social work issues in Aotearoa New Zealand in the last 10 years. It is the first annotated bibliography of its kind. Every entry is directly related to social work and has a helpful short description, giving an immediate overview of the formal literature in the field. Faleolo especially focuses on highlighting Pasifika ways of thinking and working that can inform Pasifika-oriented models of social work practice. It covers material relevant to the Samoan, Tongan, Cook Island, Niuean, Fijian, Tokelauan and mixed-ethnicity communities.

Aimed primarily at social work students, practitioners, service providers, policy makers, academics, trainers, administrators and other supporters of social work will also find this an essential and significant publication.

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Author(s): Anne Meade, Pamela Cubey
  • What are schemas and how can they be used to enhance learning?
  • How can adults best support schema learning to extend children’s thinking?

This vastly expanded new edition of Thinking Children explores the frequently observed schemas of young children–patterns of behaviour from which understanding and growth is derived–and draws out the nature of this learning.

It is essential that adults working with young children are able to recognise and identify schema learning and understand and support the opportunities for learning they present. Good observational skills are a key element and the book features a Child Observation Schedule.

Rich with case studies and examples, the authors provide an accessible insight into:

  • the theory behind schemas and memory development
  • curriculum and pedagogy
  • supporting schema learning
  • schemas an early literacy

They show how schema learning is enhanced when children can choose what they play with, and for how long, in a varied play environment.

Thinking Children will help you feel more confident and knowledgeable about extending schema learning, whether you are a student on a course in early childhood education or whether you are a more experienced practitioner in an early years setting.

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