The Hikairo Rationale is an approach to behaviour management which encapsulates an amalgam of contemporary theory and traditional Maori discipline. It provides a conceptual framework for understanding the nature of classroom management, and locates culture at the centre of this framework. The rationale has its roots in a study of ...

Kaupapa Māori principles have the power to transform the educational experience of Māori students in mainstream classrooms. For example, tino rangatiratanga requires both children and parents to be involved in school decision-making. Taonga tuku iho requires schools and teachers to create contexts where to be Māori is to be normal and where ...

Interviews with nine families about the transition to school for their special needs children showed that parents faced rejection and a multitude of dilemmas over access to resources, specialist support, and the amount of time their child was able to have at school. Sue Wartmann offers a set of principles ...

What approach might be helpful in identifying culturally appropriate means of catering for Māori learners with special needs? This article reports ongoing research to develop and trial a cultural audit process. Reprinted from Special Education, set special, 1999.

Research into primary teachers’ assessment and recording practices highlights three approaches to classroom assessment. These are analysed to show how they contribute to both formative and summative assessment. The findings suggest that accountability demands in self-managing schools, along with school policies, have directed teachers towards more summative practices at the ...

Analysing the pattern of incorrect answers to Assessment Resource Bank items is providing valuable diagnostic information. This can enable teachers to identify roadblocks to student understanding and learning, and develop appropriate strategies to remedy them. ARB data also enables a broad range of curriculum outcomes to be assessed.

For most lowest-achieving children, Reading Recovery offers a second chance to catch. What about those who are the hardest-to-teach - those who need a third chance? This study shows that they too can achieve literacy levels that enable them to function with their same-aged peers.

Understanding the number system is the key to teaching and learning mathematics. Here is a framework which shows how children's understanding about the number system becomes more sophisticated as their thinking develops. This framework can help teachers offer appropriate learning experiences in mathematics.

An examination of a multi-cultural school's community and how it operates, with suggestions for other schools seeking to build a culture of respect as well as promote academic success for all students.

Social interactions are very much an individual matter, but what factors in a school setting also influence students with disabilities in developing social relationships?