Collaborating in the secondary department of an area school, teachers and researchers developed their understanding of content area literacy and their skills in developing instruction to address literacy challenges across curriculum and assessment tasks. The teaching approaches they developed succeeded in raising students’ literacy skills and knowledge.

At the beginning of July I attended Scicon, a conference for teachers of science. One of the keynote speakers was Amanda Berry, a teacher-educator from Monash University in Victoria, Australia. Her presentation was about teachers’ pedagogical content knowledge (PCK), specifically in science, but I think her ideas are relevant to ...

• Are the tests normed?
• Why aren’t reading ages given in the new tests?
• How can we report to parents?
• Is there a specific test for each year group?
• How can we use the test results to group students for reading?
• Can we put the results into our data management system ...

Fictional article written from the perspective of a senior secondary student from the year 2030.

Inspired by the NZCER book  Disciplining and drafting or 21st century learning? Rethinking the New Zealand senior secondary curriculum for the future.

A series in which we ask a leading researcher to distil three key ideas from their work over the years.

How do students from minority groups develop effective literacy skills? The perceptions of two groups of Pasifika students—one achieving and one underachieving in literacy learning—are compared. They identify pedagogical practices and family or community factors as influential on their literacy learning.

A sample of students who achieved Scholarship identified their teacher as the most important factor influencing their success. Arguably, this research has implications for all teachers aiming to engender high academic achievement in their students.

How do students understand concepts in school history curriculum and assessment documentation?

"Switched-on" history teachers tap into students' conceptual understandings, promote conversations about the processes of historical research, encourage critical and evaluative thinking, and so develop students' historical consciousness.

A hui whakatika (a meeting that seeks to resolve issues and make amends), facilitated by Māori In a mainstream school setting, provides a Treaty-based model for restoring harmony and avoiding stand down and suspension.

Amid calls for more male teachers in primary schools, a representative sample of primary school principals gave their thoughts about the need for more "male role models" and listed the personal attributes they associate with the term.