The New Zealand Curriculum expresses a vision for young people who are contributing and participating members of society. While this social vision is supported by the inclusion of key competencies, the curriculum document says little about content and its role in developing this participatory agency. This article uses interview data ...

Teachers’ educational philosophies regulate their curriculum-design orientations, shaping their teaching decisions and practices. However, theoretical assumptions in this relationship were not tested empirically in different contexts. To this end, this cross-sectional survey design study aimed to examine the relationships between teachers’ educational philosophies and their curriculum-design orientations using data from ...

In this case study, we follow the career of one student teacher (Ellen) from her pre-service training to her first year as a mathematics teacher. As part of a research project about what it means to become a mathematics teacher, the aim of the study was to gain insight into ...

The Integrated Quality Assessment (IQA) in China is an officially mandated system that uses student self-assessment in addition to information provided by tests and examinations and other sources to make judgements about student achievement across a range of qualities. Officially, this system of assessment serves two purposes: to help students ...

Cognisant of the benefits and shortcomings of peer review in the enhancement of student learning, the current study investigated how Year 12 students engaged in this activity. Specifically, attention has been paid to how 14 secondary school statistics students experienced peer review, their perceptions of the value of feedback, and ...

COVID-19 relevance: Post-crisis / school closures

Christchurch-based science advisers Sabina Cleary and Carmen Kenton, from Kaha Education, talk about their experiences of supporting teachers during the COVID-19 lockdown. Insights from their eperiences during a previous crisis guided them during COVID-19. They share their thoughts about useful learning to take forward ...

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 ...