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Available 25 November
This book provides a comprehensive overview of the Statistical Investigations | Te Tūhuratanga Tauanga thread in Te Marautanga o Aotearoa and The New Zealand Curriculum. It collates research and best practice in the area from Aotearoa New Zealand and internationally, and shows the development of statistical concepts that form the foundational building blocks of statistical thinking and reasoning up to Year 11.
This book, edited by Ross Notman, features case studies of 11 successful New Zealand educational leaders. It is intended as a testimony to their exemplary work and to help aspiring, new and experienced practitioners understand more about their leadership role. The case studies capture the exhilaration of being a leader in different school and early childhood centre settings and they identify key values, attributes and strategies that have enabled these leaders to achieve and maintain success.
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.
Te Kura Tapa Whā is a framework for culturally responsive action. It combines the original work of Tā Mason Durie’s Te Whare Tapa Whā, the principles set out in Ka Hikitia: Accelerating Success 2013–2017 and Ka Hikitia, Ka Hāpaitia, and the noted locatives of runga, raro, roto, and waho that have a regular place in Māori prose and poetry.
When staff and leaders are on board, Te Kura Tapa Whā can guide conversations that will motivate action. It provides for incremental changes which are intended to be uncomplicated and applicable.
The text is designed to be used by individuals or staff groups as an explorative exercise. The exercise enables users of this guide to first, conduct a needs assessment; secondly, to review what is being done; and finally, to identify where potential for opportunity lies.
This book will help accelerate equity in mainstream education by improving staff awareness and strategy building around Māori engagement.
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.
A collection of studies illustrating the potential of the Lead Teacher role for school-wide inquiry.
This book is about young children who learn through more than one language in Aotearoa New Zealand.
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.
What do a short car trip, a pandemic, the wood-wide fungal web, a challenging learning experience, a storm, transport logistics, and the language(s) we speak have in common? All of them are systems, or multiple sets of systems within systems. What happens in any set of circumstances will depend on a mix of initial conditions, complexity dynamics, and the odd wild card (e.g., a chance event). While it is possible to model and predict what might or perhaps should happen, it is impossible to be certain. “It depends” thinking needs to be applied.
Future-focused literature identifies complex systems thinking as an essential capability for citizenship, and this book sets out to show teachers how they might foster it—for themselves as well as for their students. There are implications for pedagogy, curriculum, and assessment. Multiple examples show what changes might look like, for students of different ages, and in different subject contexts.
This is a book of several layers: It is both practical and philosophical. There is explicit discussion of parallels between complexity science and indigenous knowledge systems (specifically mātauranga Māori in the New Zealand context). The many examples are designed to appeal to general readers with an interest in the complex challenges facing contemporary societies, as well as to teachers at all levels of the education system.
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.
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.
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.
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.
Russell Bishop sets out how schools and teachers can respond to diverse groups of students and develop teaching practices that promote learning for everyone.
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.
Providing culturally effective, inclusive, education for Māori learners