This article summarises the main findings from a literature review exploring thinking skills in the early years (for children aged 3 to 7) and provides some practical recommendations for teachers seeking to further promote thinking skills in the early years.

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

This article looks at restorative practices as a tool to reduce bullying in schools and emphasises the importance of healing broken relationships, particularly between students causing harm and their teachers and peers who are harmed.

This article shows that generating ngā ara whakamihi (praise pathways) through a context of praise enabled Māori students to feel safe and supported, both culturally and educationally, and that they were able to assimilate and then integrate the meaning of teacher praise.

This article explores the notion of “relational pedagogy” in the Arts (drama, dance, music, and visual art) starting with the teacher–child relationship, peer relationships, and building communities of enquiry.

This article explores how teachers work at establishing a web of relationships within the mathematics classroom community that will lead to learning.

In 2006, we looked at how primary school were getting on with the planning and reporting requirements which came into place in 2003. Thank you to the 180 principals and 279 teachers who took part in our survey. We also asked about it in our 2006 national survey of secondary ...

As we bring you this first issue of set for 2007, a number of key issues for education have already emerged and as the year goes on we will bring you both research and informed comment on these and other issues.

By examining the notion of student participation in learning as a key element of achieving positive outcomes for learning and the environment, this article looks at the power relationship between teacher and learner. It also describes practical ways for developing a facilitative teacher style to support greater student participation in ...

This article reports on the analysis of a videotape of four children participating in a group mathematical task. The authors discuss the ways that the context, social organisation, and resources of the task shaped the children's approach to the task, and the implications of this for teachers.