A case study in a high-decile school reveals a visionary principal and dedicated ICT lead teachers as key factors in ensuring effective integration of ICT into the curriculum—aligning with the authors' previous research in a low-decile school.

This companion article reports initial findings of a case study of longer learning periods in one school. It examines whether teachers perceive longer lessons to make a difference to teaching practice and whether students perceive them to improve learning opportunities

• Are the tests normed?
• Why aren't the 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 results into our data management system ...

The New Zealand Curriculum highlights the importance of learning to learn. This presents practical challenges to schools, in relation to shifts in teaching and learning practices. This article summarises a research synthesis on longer learning periods and considers whether they lead to improved student learning.

We are pleased to bring you the first issue of what we hope will be another source of stimulating research reading during 2008. Wherever there’s good research we’ll find it (with apologies to TVNZ) and bring it to you. Our aim is to keep at the leading edge of developments ...

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

Assessment and tracking progress in technology education can be a challenge in intermediate schools. The authors show how a rubric may be a possible solution.

The findings reported here suggest that while teacher research can be worthwhile professional development, if it is to be a realistic option robust support systems need to be put in place for teachers.

As we know, a pessimist is someone who sees the glass of wine as half empty while the optimist is someone who sees it as half full. The pessimistic perspective with its emphasis on problems, often gets more attention, and this would be understandable when a new policy such as ...

Constructive developmental theory examines and describes the way people grow and change over the course of their lives.

The author looks at New Zealand schools and discusses:

• the special demands on teachers because of our self managing schools system
• impacts of curriuculum innovations
• impacts of the ageing workforce, and
• implications ...