A sample of students who achieved Scholarship identified their teacher as the most important factor influencing their success. Arguably, this research has implications for all teachers aiming to engender high academic achievement in their students.

How do students understand concepts in school history curriculum and assessment documentation?

"Switched-on" history teachers tap into students' conceptual understandings, promote conversations about the processes of historical research, encourage critical and evaluative thinking, and so develop students' historical consciousness.

A hui whakatika (a meeting that seeks to resolve issues and make amends), facilitated by Māori In a mainstream school setting, provides a Treaty-based model for restoring harmony and avoiding stand down and suspension.

Amid calls for more male teachers in primary schools, a representative sample of primary school principals gave their thoughts about the need for more "male role models" and listed the personal attributes they associate with the term.

A case study in a high-decile school reveals a visionary principal and dedicated ICT lead teachers as key factors in ensuring effective integration of ICT into the curriculum—aligning with the authors' previous research in a low-decile school.

This companion article reports initial findings of a case study of longer learning periods in one school. It examines whether teachers perceive longer lessons to make a difference to teaching practice and whether students perceive them to improve learning opportunities

• Are the tests normed?
• Why aren't the reading ages given in the new tests?
• How can we report to parents?
• Is there a specific test for each year group?
• How can we use the test results to group students for reading?
• Can we put results into our data management system ...

The New Zealand Curriculum highlights the importance of learning to learn. This presents practical challenges to schools, in relation to shifts in teaching and learning practices. This article summarises a research synthesis on longer learning periods and considers whether they lead to improved student learning.

We are pleased to bring you the first issue of what we hope will be another source of stimulating research reading during 2008. Wherever there’s good research we’ll find it (with apologies to TVNZ) and bring it to you. Our aim is to keep at the leading edge of developments ...

Te Whāriki has two indicative learning outcomes: dispositions and working theories. The notion of dispositions has been explored extensively over the past few years, but the concept of working theories has remained obscure. This article begins to redress this situation. It looks at how children develop and refine their working theories about the ...