In term 3, 2012, 22 teacher-assessors collected data from 5,000 children in 200 schools around the country. The information they collected will inform the education community in New Zealand about how our learners are achieving in science and writing. This endeavour marks the beginning of a new national monitoring ...

Middle-level leaders in schools have a critical role in mentoring teachers as they work with the teaching-as-inquiry process. One-to-one interactions and professional conversations with each teacher largely determine the quality of inquiry, both for an individual teacher and on a school-wide basis. In this article, an experienced senior secondary school ...

In recent times a lot of attention has been focused on the importance of content knowledge and pedagogical content knowledge for teachers of reading. This article presents the argument that while these forms of knowledge are essential, being an effective teacher of reading is as much about who you ...

This is the first of two articles about student inquiry and curriculum integration. These articles aim to help educators to consider the ideas about learning that underpin different integrated and inquiry approaches and their fit with ideas in The New Zealand Curriculum. This first article (Part A) defines student ...

This article presents three lessons from the legacy of past examples of curriculum integration (CI) in Aotearoa New Zealand, with the aim of helping teachers who wish to use CI to support inquiry learning pedagogies. These lessons reflect an innovative vitality that has long been characteristic of New Zealand teachers ...

Connecting Curriculum; Connecting Learning was a 2-year research project conducted by the authors in conjunction with eight teachers across five primary schools in New Zealand. This article describes three case studies from this research project that used Mantle of the Expert—an inquiry-learning approach that incorporates drama. This teacher- and ...

Ka nui te rekareka o Te Wāhanga ki te tuku i tēnei putanga motuhake o set, ko Te Haere a ngā Ākonga Māori i ngā Ara Rapu Mātauranga te arotahinga. Katoa ngā tuhinga o tēnei putanga, mō ngā kaupapa rangahau e tāpae kōrero ana ki te ao rapu mātauranga ...

Marae ā-kura (school marae) have been part of the New Zealand educational landscape for nearly 30 years. Marae ā-kura began amidst the wider kaupapa of cultural regeneration; they are also a response to state school policies of assimilation, integration and Taha Māori. Marae ā-kura represent the aspirations of Māori as ...

Whānau are integral to the educational wellbeing of Māori students in English-medium education. However, very little Māori educational research has been carried out with an explicit focus on identifying the critical issues for whānau in education. This article presents whānau aspirations in English-medium education, and identifies elements that advance whānau ...