Although the existing literature has always established strong ties between student motivation, engagement, and learning outcomes, few studies have focused on the motivation and engagement of Māori and Pasifika students. Also, large-scale quantitative and qualitative studies that focus solely on the views of Māori and Pasifika learners (i.e., not compared ...

In New Zealand secondary schools, both students and teachers frequently express frustration with the challenges of achieving the highest level of success—Excellence—in the statistical mathematics standards assessed through the National Certificate of Educational Achievement (NCEA). A central criterion for attaining Excellence is the demonstration of insight, a term that ...

Why do so many teachers hesitate to act on their values of inclusion? This article introduces the concept of cis-paralysis to explain how fear of making mistakes can block educators’ engagement with gender diversity in Aotearoa New Zealand. Drawing on open-text responses from 42 educators, a thematic analysis generated themes ...

Carolin Dale wondered whether she created enough opportunities for her English-language learners to challenge themselves as they used English orally in her classroom. She decided to find out. She started by investigating whether she was taking up too much of the “speaking time”. As a result of what she discovered ...

Having conversations about student data helps teachers make the most of the information they collect. This article outlines a structured way to talk about data: the data conversation protocol. This conversation tool provides a protocol that teachers can use to critically engage with the student data they have as part ...

This Assessment News article examines the role of measurement error in standardised tests and what it means for progress measures. Charles Darr explains that standardised test scores and the progress trajectories we infer from them do not necessarily reflect a student’s true achievement level. Measurement error is the normal day-to-day ...

Euro-Western schooling systems often sideline play, or when learning through play is valued, it is rarely recognised as a Maaori way of knowing. In te ao Maaori, however, play is woven through identity, wairua, and whakapapa. Drawing on my puuraakau and the koorero of my tumuaki, Te Haumoana Biddle, this ...

As the Aotearoa New Zealand Government reforms increasingly challenge the place of play in primary education, this study offers timely insights into the experiences, perceptions, and practices of four new entrant teachers who are successfully implementing play-based learning in four Auckland schools. This small, qualitative study highlights that play-based learning ...