When education forsakes the middle for the ends or the beginnings, it is deadly. (Grumet, 1995, p. 17)

In her response to the question of “what is basic” to education, Madeleine Grumet argues that most schooling practices have forgotten that learning that matters to anyone is rooted in history, context ...

The literary curriculum is not the literacy curriculum. The literary curriculum encompasses aspects of the taught curriculum, the assessed curriculum, and the processes of curriculum development and adjustment. The literary curriculum is named as such because it results from the systematic drive to make curriculum space legible, readable, and enumerable ...

If one were to name one year as the year that assessment was invented, that year would be 1980.  This proposition is not fully proven here, but a plausible argument is presented in its defence.

Many Māori are rethinking curriculum development, delivery, and assessment as part of an agenda of ethnovisioning, and a resistance to educational philosophies that legitimate dominant paradigms for knowing and, as a consequence, subjugate Māori epistemologies. This new agenda advances Māori ways of knowing as legitimate and as a positive contribution ...

This article provides a brief review of the entry of technology education into New Zealand schools. It outlines the nature of technological literacy underpinning the 1995 technology curriculum and indicates how this has manifested itself in student achievement after 10 years of implementation. The article then discusses how the technology ...

By examining the notion of student participation in learning as a key element of achieving positive outcomes for learning and the environment, this article looks at the power relationship between teacher and learner. It also describes practical ways for developing a facilitative teacher style to support greater student participation in ...

This article reports on the analysis of a videotape of four children participating in a group mathematical task. The authors discuss the ways that the context, social organisation, and resources of the task shaped the children's approach to the task, and the implications of this for teachers.

What might a "fun" and "interesting" curriculum entail from the pupils' point of view? The author draws on findings from a review of the research undertaken in the UK on pupils' perspectives and experiences of the curriculum. The article explores some of the findings in relation to pupils' views on ...

Literature provides a strong case for the importance of teachers caring about their students' mathematics achievement, and provides a wide range of ways teachers can show such care to their students. This article describes New Zealand students' and teachers' views on the importance of teachers caring about mathematics progress and ...

In recent years, a number of countries including New Zealand have initiated numeracy projects to enhance the learning and teaching of mathematics. These initiatives are to be applauded as they provide mathematics education with a focus for the professional development of teachers that has political and community support, and there ...