In contemporary early childhood education (ECE) contexts, tuākana/tēina describes the practice of older, more expert children caring, teaching and taking responsibility for those younger or less expert. This article explores the tuākana/tēina  understanding and practices that were evident in a recent Teaching and Learning Research Initiative (TLRI)-funded research project, Te ...

As one of the most high-stakes practices in education, grading has been the subject of significant debate and research over the years. However, it is only recently that researchers have started to explore the teaching and learning values embedded in grades by looking at grading policies. This study examined ...

As one of the most high-stakes practices in education, grading has been the subject of significant debate and research over the years. However, it is only recently that researchers have started to explore the teaching and learning values embedded in grades by looking at grading policies. This study examined grading ...

The dichotomy between content knowledge and 21st-century skills (“zest for life” in the Japanese context) has been an issue since the early 2000s in Japan. Recently it has been evident in the demand for a high school–university connection. In spite of such a division, involving apparently incompatible or opposite principles ...

It has been mandatory since March 2015 for New Zealand schools to use the English Language Learning Progressions (ELLP) (Ministry of Education, 2008) to determine English language learners’ eligibility for Ministry funding of ESOL (English for Speakers of Other Languages) programmes and support. Teachers are expected to “use a ...

This article considers the assessment of individuals’ contributions to collaborative creative groups. It draws on research into collaborative group composing and its relationship to a secondary school qualification system, the National Certificate of Educational Achievement (NCEA). It explains how a conceptual model of group composing was used to support valid ...

Students often report that feedback experiences at university are insufficient to make progress. The size of many large courses means the provision of personalised and timely feedback to individual students is challenging. Online systems have been promoted as a way students can receive feedback for learning. This study explores the ...

This research compares the relative effectiveness and efficiency of personalised feedback versus annotated exemplars as two approaches to providing high school students with formative feedback in the development of their writing skills. The study was a randomised experiment conducted in situ in two English classes in one high school in ...

This study involved a group of 61 teachers in Ontario, Canada, who participated in a case study about classroom assessment practices. The participants were part of a district one-to-one technology programme that provided an iPad to each student and teacher in all Grade 7 to 9 classrooms. As part of ...