In November 2007, changes to the New Zealand curriculum were published, with an expectation that schools would fully implement these changes by February 2010 (Schagen, 2011, p. 1). Among the changes were aspects that encouraged greater recognition of an entrepreneurial orientation. We set out to gauge the understanding preservice teachers ...

The official New Zealand curriculum as it pertains to social sciences embodies tensions between newer transformative and older transmissive agendas for education, and in its disciplinary divisions. This article explores the mixed messages in the curriculum for teaching and learning within social sciences. I argue that tensions in the curriculum ...

Currently, the Māori word hauora is translated in New Zealand curricula as health and wellbeing or as health and physical education for Māori-medium education. “Hauora, wellbeing” is also an underlying concept within Health and Physical Education in the New Zealand Curriculum, where it is claimed that it offers a “Māori ...

International comparative studies offer unique opportunities to interrogate and challenge embedded practices within education systems. In this paper we explore the textbook presentation of fractions from a Chinese text. The fraction tasks reviewed in the Chinese text involve practice on learnt knowledge as well as exercises designed to extend the ...

The aim of this article is to comment on the ways in which beliefs and theories of learning affect the teaching and learning of mathematics. When mathematics is viewed as a static body of knowledge, a transmission style of teaching is often employed. In contrast, a radical constructivist view of ...

Recently, I had the opportunity to listen to Michael F. D. Young, whose book Knowledge and Power (1971) was very influential on my early thinking about curriculum. Michael Young is an emeritus professor at the University of London and was in New Zealand to give the prestigious Hood lecture at ...

This article deals with the philosophical issue of epistemology, or knowledge theory, in education as related to forms of learning, teaching methods and assessment in the language arts classroom, specifically reading instruction. The article details two common forms of curricular knowledge emerging from the essentialist and instrumentalist epistemological clusters; the ...

Through the use of fictionalisation, a narrative inquiry tool that allows for the “trying on” of future possibilities, I survey the state of the US curriculum field in the aftermath of Schwab’s “practical”. I note that the theory–practice binary, which Schwab explicated in the 1970s, morphed into a highly convoluted ...

Visual arts education has long enjoyed a place in the New Zealand curriculum. Institutional endorsement of the value of visual arts learning for all children has maintained its status as a core subject in schools, a secondary schools examination subject and as specialist courses in colleges of education and schools ...

In this review of the English area of the New Zealand curriculum, the spotlight is focused on the grammar teachers in primary schools are expected to know and understand in order to effectively teach and assess literacy. It is suggested that, despite some professional development in the 1990s during the ...