Three years’ research work with 14 primary school teachers and two principals in technology education has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance student learning. Student gains in learning could be attributed to enhanced formative interactions, which resulted from improved teacher knowledge of ...

A study examined the attitudes of Indigenous students from the south-west of Western Australia towards their first and second dialects, Aboriginal English and Standard Australian English, and the attitudes they attributed to parents, teachers and peers. The findings indicate that context and location were influential factors. Age and gender differences ...

Over forty years of research and experience show that it is the middle school philosophy and approach, rather than grade span or school organisation, which make middle schools educationally effective for students aged 10-15. Educators in all types of school catering for these students should seriously consider implementing middle school ...

The authors look at the differences between the primary, intermediate/middle and secondary “islands” in the educational “sea”, the structural reasons for their separateness, the impact of this on students and their learning, and the bridge-building that needs to happen in order to rescue some students from drowning on their learning ...

The experience of team teaching Years 9 and 10 at Cargill and Tweedsmuir Schools over a six-year period has provided many valuable insights into the challenges and benefits that team teaching offers. This article discusses some of the critical factors for successful team teaching in a middle school setting.

The literature on curriculum delivery in New Zealand for Years 9 and 10 has acknowledged that differences exist between the delivery styles in primary and secondary schools, but it has offered little direction. One study that addressed the preferred form of curriculum delivery was associated with the development of a ...

In the very first bulletin published by NZCER, Educational Research in New Zealand (1935), Dr Beeby, our first director, stated that NZCER needed to feed the curiosity of teachers, in a way that acknowledged the demanding environment of the classroom. “The curiosity can die, or can grow, but cannot stand ...

This article outlines the implications for teachers of the findings from a comparative study of students’ editing skills and processes when using word processors and pencils to write. An overview of the editing skills that students can be expected to have at three different year levels is presented.

Ngā Kete Kōrero (The Language Baskets), a national research study commissioned by the Ministry of Māori Development Te Puni Kōkiri in 1993, has provided comprehensive information about the development of appropriate language assessment and teaching resources. It will help teachers to accurately identify levels of language and literacy ...

Taking a practical approach to drama is an effective way of teaching children how to read and understand plays in performance. It may also have a significant contribution to make in helping children write purposefully, and appreciate how language is always open to interpretation. Reprinted from Topic, Issue 25 ...