Research Information for Teachers, known as set, has become an iconic symbol of NZCER’s long-term services. It implements one of its key statutory obligations, it continues the priorities inherent in the Council’s most significant phase of expansion begun in the 1960s.

In a thought-provoking piece, Keith Ballard traces some of the recent changes in the language of education and raises questions about the implications for teachers and teaching.

Three key features of technology known as "components of practice" are identified here and, with levelled indicators of progression, can support teachers as they develop long-term technology programmes and report on student achievement for formative and summative purposes.

Focusing on the technology education findings of the LITE (Assessment) project shows that students learn effectively in technology when they develop a broad understanding of technology, are clear about the task goals and the task substance, and make strong links between conceptual, procedural, societal, and technical considerations. Specific examples of ...

Technology students often have widely varying knowledge and skills, so making qualification credits accessible to all is a challenge for the teacher. This study focused on real-life contexts, formative student–teacher interactions, and alternatives to written assessment to achieve this aim. The focus was on capturing evidence of learning, through techniques ...

This article draws on the findings of a recent Ministry of Education commissioned evaluation of the CD ROM The Game and other stories. It focuses on possible reasons for the positive impact of classroom use of this resource on students’ attitudes to reading and perceptions of themselves as readers.

This year we celebrate thirty years of set. First published in 1974, it is one of New Zealand’s longest-standing professional development journals for teachers and unique in its accessible presentation of research. set has always been alert to the key educational issues of the day, and with the interests ...

This article draws on research that was carried out in a kindergarten and two junior classes in one community. It presents findings about the understandings that mothers have of what and how their young children should be learning in kindergarten, the first year of primary school, and at home.

Centre-based models of early childhood care and education provision dominate the early childhood landscape, and “taken-for-granted” practices tend to reflect centre-based discourse. Home-based early childhood care and education settings challenge many of these common practices. This research documented the lived experiences of children in two exemplary home-based settings in urban New Zealand over 5 ...

How do early childhood teachers describe and enact their ideas about the curriculum? Two researchers, one from each side of the Tasman, describe how they have separately attempted to address this question. Despite the differing contexts of their research, the findings of their studies have one overwhelming similarity: early childhood teachers are involved in ...