How teachers’ subject knowledge in mathematics enhances documentation of young children’s mathematical learning is explored together with strategies for sharing this learning with parents and whānau.

Exploring children’s views on their outdoor experiences in an early childhood education setting was the focus of this article, as well as the parents’ and teachers’ views on the value and role of the outdoors in young children’s lives.

The main findings from a literature review exploring thinking skills in the early years (for children aged three to seven) are summarised, and some practical recommendations for teachers seeking to further promote thinking skills in the early years are provided.

Emeritus Professor Anne Smith, from the Children’s Issues Centre at the University of Otago, was asked to distil three key ideas from their work over the years.

This article uses a specific curriculum innovation—a focus on the nature of science—to illustrate the complex dynamics of curriculum change.

Snapshots from the professional learning of two teachers, one primary and one secondary, are used to discuss why teachers’ personal learning may not translate into changes in their taught curriculum ...

The implementation of the National Certificate of Educational Achievement (NCEA) has posed a challenge for curriculum leaders and teachers in all learning areas. These challenges have been particularly acute for technology departments because of the need for teachers from a range of subject areas to develop coherent, schoolwide technology programmes ...

As we know, a pessimist is someone who sees the glass of wine as half empty while the optimist is someone who sees it as half full. The pessimistic perspective with its emphasis on problems, often gets more attention, and this would be understandable when a new policy such as ...

The Montessori movement recently celebrated a century of international education, spanning from early childhood through to tertiary experience. The first Casa dei Bambini, or children’s house, was opened in Rome, Italy, on 6 January 1907, and within three years the influence of Montessori education began to reach New Zealand shores ...

An interpretive case study approach was used to investigate teachers’ understanding of the purpose and nature of social studies education and how teachers plan and develop their social studies programme. Data were gathered from eight teachers in a Years 3 and 4 syndicate at a large Auckland primary school through ...