This article explores the value of listening to and heeding student voice. By doing so, teachers learn about the life experiences of students, and about how these contribute to the more formal learning environment of the classroom. They also learn the importance of explicitly articulating and adopting a relevant learning ...

Though they are geographically close, England and France’s underlying philosophies regarding education and, for the focus of this paper, mathematics education, exhibit differences worth considering. The English system, influenced by the humanism school of thought, can be characterised by its desire to treat each student as an individual—and to guide ...

Five conceptions of curriculum (i.e., humanist, social reconstructionist, skills, technological, and academic) are described and used to analyse the New Zealand Curriculum Framework. It is argued that the framework contains aspects of all five conceptions, despite their apparent contradictory nature. The conceptions were used in a study of 235 primary ...

The Cold War, and especially the launch of Sputnik, meant changes in curriculum development throughout the Western world. New Zealand was no exception. Our model, the Curriculum Development Unit (CDU), later the Curriculum Development Division (CDD), was relatively unique, heavily oriented towards teacher involvement. In the 1960s and early 1970s ...

Much is invested in, and expected of, a New Zealand curriculum. Following curriculum developments in the 1990s, a curriculum stocktake was carried out from 2000 to 2002, to investigate issues such as the manageability of the current curriculum, and the capability of teachers to meet the demands of the curriculum ...

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.