COVID-19 relevance: Engaging learning at home / cultural setting

As a result of COVID-19 and the government’s measures to control it, Term 2, 2020 began with New Zealand school students learning from home rather than at school. This article reports on the results of a survey that explored the experiences ...

COVID-19 relevance: Post-crisis / school closures

A summary of Carol Mutch’s research into the role of schools in disaster response and recovery highlights the expectations that are placed on schools following a crisis. Her research shows that school staff undertake these extra demands willingly and conscientiously, despite the toll that ...

COVID-19 relevance: Post-crisis / school closures

The COVID-19 pandemic has disrupted some traditional assessment practices and drawn attention to the range of evidence students produce in their day-to-day learning. In this edition of Assessment News, Charles Darr and Rosemary Hipkins argue that using this evidence to make sound summative judgements ...

Over recent years, innovative learning environments (ILEs) have become the default style of new-build educational architecture in New Zealand. While offering potential benefits, the implementation of ILEs represents a departure from established practice in most schools and therefore requires significant change leadership support in order to succeed. Prototyping ILE practices ...

The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education ...

Recycling is often included in lists of things that can be done to mitigate climate change. Recycling is not a “bad’ thing, but recycling alone is an insufficient response to the complex problems posed by climate change. This article takes the reader through the journey of an experienced teacher who ...

Climate change is described as the defining issue of our time. There are many climate-change teaching resources that cover the science of climate change and actions to make a difference. However, there is limited focus on envisioning the future we want to create together. Enviroschools’ key concepts of interrelatedness and ...

This study examined the role of a future-oriented scenario with secondary school students using diorama construction which included climate-change knowledge and envisioning alternative futures. To explore the potential role of futures-thinking modelling, students from one class participated in a 12-week cross-curricular inquiry with their teachers. Jensen’s (2002) dimensions of action-oriented ...