Reading Recovery is offered in most New Zealand schools, yet recent research shows that low-decile schools are less likely to offer it.

This article explores reasons for the lower uptake of Reading Recovery in low-decile schools, identifies some of the challenges they face in implementing it, and presents some solutions ...

This article, the fourth of a series about student research activities, examines the underlying reasons why it is important for students to have rich opportunities to carry out research-related activities. The author discusses the nature of research as enquiry, identifies some common themes in advocacy for future-focused education, and links ...

A look at the range of assessment tools available, what they do, and how to select the most appropriate tool for your assessment needs.

This first issue of set: Research Information for Teachers 2006 begins what will be a stimulating series for the year. We are fortunate to have writers who bring leading-edge research to our attention and so enable us to pass on to you evidence-based information on issues of emerging importance. Last ...

In this article Penni Cushman reviews several studies that have surveyed male school-leavers and practising male teachers on their attitudes towards teaching as a career and their experiences in the school environment.

Any student can become a target of physical, verbal, or relational bullying, but now there's a new threat—bullying through text-messaging. This article examines the nature and prevalence of text-bullying, and how it relates to other forms of bullying.

What are the patterns of stress and satisfaction experienced by beginning teachers? Findings from interviews with 18 New Zealand beginning primary teachers over their first two years of teaching confirm some assumptions, challenge others, and give insight into the factors that make for resilience.

The dynamic and integrated nature of environmental education and the broader concept of education for sustainability require not only the teaching and learning skills of the environmentally educated teacher but also the perspectives and skills of the reflective practitioner.

Nineteen broad areas of essential learning about New Zealand society are identified in the social studies curriculum. The authors consider what aspects of these are assessed in the 2001 NEMP monitoring tasks for Year 8 students.

Base 6, an inquiry-based curriculum integration secondary programme, is now in its fifth year at Kuranui College in Greytown. This article summarises the data from the first three years of the programme and discusses curriculum integration with regard to authentic learning, the shift in power relationships in the classroom, and ...