School governance and management
In a thought-provoking piece, Keith Ballard traces some of the recent changes in the language of education and raises questions about the implications for teachers and teaching.
Ros McLellan reports on a 10-term UK project "Raising Boys’ Achievement". She gives an overview of the research and offers a framework for thinking about strategies that have the potential to raise achievement, especially that of boys.
Thirteen schools that produced high mean literacy scores, relative to their decile levels, in a nationwide survey were visited and studied to identify practices that might account for their students’ strong showing. Principals and teachers of Years 1 and 2 described their reading and language programmes and attempted to identify the key factors in their students’ success. These factors are discussed and a profile of a typical effective junior-class reading teacher is outlined.
The quotation in the title of this article comes from Ryan, a New Zealand secondary-school student, in a statement to his teachers. Ryan wanted his teachers to recognise his impairment-related needs and experiences at school and to take these into consideration in their teaching. His statement also referred to the various barriers he faced at school that meant he needed help or additional time for school activities.
This article examines significant social-emotional influences on gifted students' motivation. While students' motivation to engage in learning is very much determined by factors specific to each individual, understanding and knowledgeable teachers—and appropriate classroom and school environments generally—are key contributing factors.
Once upon a time, it happened that all the Newspaper Editors, Employers and Professors of Engineering throughout the land came to believe that children were no longer able to jump as well as they had in the old days, when the Newspaper Editors, Employers and Professors of Engineering themselves had been young.
This article discusses the merits of using cancer as a context for teaching about social and ethical issues. It is based on part of a larger research project that investigated the teaching and learning of social and ethical issues in a Year 13 biology class.
Teachers are constantly urged to develop higher-level thinking skills in their students. This article describes one school's approach to developing these skills in Year 9 students in a way that is meaningful, transferable, and fun.
Findings from a collaborative research project looking at benefits from hosting international students and related concerns. Changes are recommended for practice in terms of national policy implications directed towards the Ministry of Education, Education New Zealand, and the export education industry.
Three significant shifts in the focus of educational leadership are considered in this article: from generic to educational leadership, from a focus on leadership style to practice, and from a heroic to a distributed perspective. These shifts mean that educational leadership occurs at many levels in the school and requires specific educational knowledge and expertise.
