This year, New Zealand’s Ministry of Education published a draft curriculum (Ministry of Education, 2006), as part of the consultative process associated with the development of the next school curriculum. Whether this document is a major perturbation to our curriculum thinking remains to be seen, but I assume that most ...

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 ...

Teachers and teacher-librarians collaborate to establish an ongoing, school-wide literacy programme to teach students the process of research and the procedural skills of information literacy.

Helping students to use metacognition involves assisting students to think about their own learning. This article shows how a teacher in a final-year high school biology class scaffolded learning by promoting metacognition.

This article, the third in a series about carrying out research as a student learning activity, discusses how research relates to context—in this case, history.

The challenge is to help students experience and understand research as the basis for new knowledge construction in any discipline area.