The links among theory, teaching practice, and evidence of student learning have increasingly gained traction in the public discourse in much of the Western world, as educational policy makers seek to bring together accountability demands with the push for improvements in student learning. This article draws on the notion of ...

Assessment for learning (AfL) improves student learning and achievement outcomes but, despite its positive effects, sustained implementation has been problematic. An examination of the policy environment, implementation factors that relate particularly to professional learning, and a New Zealand model of AfL, reveal gaps of interdependence at multiple levels. To bridge ...

The role the visiting lecturer plays in promoting and supporting student teacher learning on practicum is an important one in initial teacher education (ITE). The practicum experience is a challenging and high-stakes environment for student teachers. One of the reasons it is a high-stakes situation is because of the tension ...

COVID-19 relevance: Post-crisis / school closures

New Zealand has faced an unprecedented series of disaster events in recent years. The Canterbury earthquakes provided an opportunity to document the role that schools played in supporting their communities to respond to and recover from such events. It is important that we capture ...

COVID-19 relevance: Post-crisis / school closures

This article stems from a 2016 research project that examined the leadership experiences of 20 primary principals in greater Christchurch. The study was based on the belief that the nature of successful leadership needs to change in a post-disaster setting. The article focuses on ...

COVID-19 relevance: Digital learners / online

Is reading on screen is the same as reading on paper? Is reading comprehension the same in both media? After reviewing relevant research, the article describes and reports the results of an NZCER research project that compared data records from online and paper-based versions of ...

Twice-exceptional (gifted with associated learning difficulties) students face complex learning challenges because of their varying combinations of high ability alongside domains of learning difficulty. There is currently little original empirical research in the New Zealand education setting specifically concerning twice-exceptional students. The problem of twice-exceptional student underachievement is, however, well ...

This article considers the place of proof, as a mathematical process, in the primary classroom. It describes the struggle the author, a primary school educator, went through with defining what proof is, what the educational goals of proof are, how these educational goals feature implicitly in the primary classroom, and ...