Teachers can respond to the climate crisis through deliberate choices about what and how to teach. We suggest that, for history teachers, this requires stepping outside traditional topics that often focus on political change. Instead, they need to select contexts for learning that illustrate how global forces of colonisation impact ...

Worldwide, academic procrastination is a prevalent concern in schools because it hinders students’ achievement, health, and wellbeing. Academic procrastination refers to students voluntarily postponing, initiating, or completing assigned learning tasks despite knowing they will be worse off for the delay. Research provides strong evidence that students procrastinate learning tasks when ...

The last issue of Assessment News (Darr & Cosslett, 2024) outlined NZCER’s position on possible assessment policy directions that had been signalled by parties within the new coalition government. Since then, the Government has released a plan for consistent assessment, which requires all primary schools to use standardised assessment tools ...

Trauma-informed schools are deeply responsive to the trauma experiences of students and address their primary need for safety and connection as a foundation for emotional, social, and cognitive wellbeing. Trauma-informed schools have systems in place that provide trauma awareness, knowledge, and skills as part of their school culture, practices, and ...

When teaching the multiplicative domain in New Zealand primary schools, teachers tend to spend a greater proportion of time on the meaning and processes of multiplication, to the detriment of a specific focus on understanding the concept of division. When division is taught, it tends to be by reversing the ...

E ngā kaipānui o Set: Research Information for Teachers, kia ora, kia kaha, kia māia. Ko tēnei te wā o Whiringa-ā-Nuku. The sun is trying its best to warm the ground, still with a chill in the air. This issue aims to provide some warm support to teachers who ...

Cat Lunjevich responds to Set’s questioning about how her understanding of social emotional learning deepened along the journey of making the Oho and Ata cards, which are now readily available to New Zealand teachers.

This article explores how schools and educators can create learning environments that foster the innate mana of students. Mana is a concept that comes from a Māori worldview and refers to a person’s sense of authority, influence, self-efficacy, purpose, pride, and belonging. The Mana Model contends that student thinking, behaviour ...

With the new National-led government now in office, we can expect changes to assessment policy for schools. Given the critical role assessment plays in schooling, it is important that any proposed policy shifts are carefully scrutinised. In this Assessment News column, we identify some possible proposals the new government may ...

For partnerships between non-Māori teachers and Māori parents in English-medium education to productively support student learning, parents must first associate positive feelings with three layered interaction types involving their child’s teacher. The first interaction type is the teacher with their teacher self; the second is teacher–student interaction; the final is ...