Filter by journal Set (1490) Early Childhood Folio (353) Curriculum Matters (196) Assessment Matters (132) Evaluation Matters—He Take Tō Te Aromatawai (85) Filter by keywords Curriculum (434) Schools (351) Early childhood education (333) Children (298) Curriculum and assessment (298) Assessment (275) Learning (254) Early childhood (216) Student engagement (205) Teaching (177) Primary education (175) Teaching methods (161) Literacy (149) Secondary education (140) Student health and wellbeing (139) Filter by year 2024 (51) 2023 (59) 2022 (51) 2021 (54) 2020 (60) 2019 (64) 2018 (65) 2017 (56) 2016 (77) 2015 (72) 2014 (73) 2013 (59) 2012 (67) 2011 (64) 2010 (61) 2009 (58) 2008 (59) 2007 (60) 2006 (51) 2005 (53) 2004 (46) 2003 (37) 2002 (43) 2001 (38) 2000 (20) 1999 (31) 1998 (26) 1997 (36) 1996 (24) 1995 (25) 1994 (25) 1993 (24) 1992 (26) 1991 (27) 1990 (23) 1989 (27) 1988 (27) 1987 (22) 1986 (36) 1985 (23) 1984 (16) 1983 (40) 1982 (26) 1981 (26) 1980 (24) 1979 (27) 1978 (26) 1977 (27) 1976 (25) 1975 (8) 1974 (22) Fulltext search Filter by journal Set (1490) Early Childhood Folio (353) Curriculum Matters (196) Assessment Matters (132) Evaluation Matters—He Take Tō Te Aromatawai (85) Filter by keywords Curriculum (434) Schools (351) Early childhood education (333) Children (298) Curriculum and assessment (298) Assessment (275) Learning (254) Early childhood (216) Student engagement (205) Teaching (177) Primary education (175) Teaching methods (161) Literacy (149) Secondary education (140) Student health and wellbeing (139) Filter by year 2024 (51) 2023 (59) 2022 (51) 2021 (54) 2020 (60) 2019 (64) 2018 (65) 2017 (56) 2016 (77) 2015 (72) 2014 (73) 2013 (59) 2012 (67) 2011 (64) 2010 (61) 2009 (58) 2008 (59) 2007 (60) 2006 (51) 2005 (53) 2004 (46) 2003 (37) 2002 (43) 2001 (38) 2000 (20) 1999 (31) 1998 (26) 1997 (36) 1996 (24) 1995 (25) 1994 (25) 1993 (24) 1992 (26) 1991 (27) 1990 (23) 1989 (27) 1988 (27) 1987 (22) 1986 (36) 1985 (23) 1984 (16) 1983 (40) 1982 (26) 1981 (26) 1980 (24) 1979 (27) 1978 (26) 1977 (27) 1976 (25) 1975 (8) 1974 (22) Whole learning, with a hypertext computer project to help School computers can now provide very versatile and exciting ways for children to present cross-subject 'projects'. The learning, and what the teachers learnt too, was researched. Read more Taking science in chunks: Students' Reactions to Modular Science and Internal Assessment At a typical secondary school the researchers discovered how successful the presentation of the science curriculum in discrete separately assessed units of work is. And discovered the (unhappy) effects of the in-school assessment for a national examination. Read more Task Design, Dialogue and Learning The researchers had good reason to believe that teaching physics to young children would work best if children could rub their ideas against others. However, the ideas they are asked to investigate need to be in carefully designed work. Read more Fractions: A weeping sore in mathematics education In four different countries, including our own, the same problems keep cropping up - children do not connect simple tasks, such as sharing, with the written fractions they meet in class. Research and good advice therefrom. Read more A day at the stock market: The Role of IQ in the Transfer of Knowledge and Life-Course Outcomes In 'A Day at the Races' in set No. 1 this year, it was shown that our ability to do complex mental tasks in real life does not depend on our IQ. But such knowledge does not transfer to strange situations until the similarities are shown to us. Read more Diversity (and Geometry) in a multicultural school In the 'salad bowl' of ethnic and cultural diversity of Hawai'i, there are attempts to make school work more relevant to all cultures, including involuntary minorities such as the indigenous Hawaiians. Teaching geometry in new ways is the focus of the research described here. Read more Editorial How Pupils Learn Many years of patient research have discovered how new ideas get formed, embedded, and remembered at the 8- to 12-year-old level. The conclusions are vital for all teaching. Read more Drawing What You Know and Feel: Finding out what school beginners really think of teaching and schooling Asking very young children to draw can reveal a great deal about how they are coping with school, what they are learning and what they regard as important. Better teaching can follow. Read more ...Some schools are more equal than others... Schools and market choice in Aotearoa, 1994 The effects of school administrative reforms in New Zealand have not been to promote equity but to promote inequity. Facts, figures and observations are linked to policy decisions. Read more Pagination First page « First Previous page ‹ Previous … Page 153 Page 154 Current page 155 Page 156 Page 157 … Next page Next › Last page Last »
Whole learning, with a hypertext computer project to help School computers can now provide very versatile and exciting ways for children to present cross-subject 'projects'. The learning, and what the teachers learnt too, was researched. Read more
Taking science in chunks: Students' Reactions to Modular Science and Internal Assessment At a typical secondary school the researchers discovered how successful the presentation of the science curriculum in discrete separately assessed units of work is. And discovered the (unhappy) effects of the in-school assessment for a national examination. Read more
Task Design, Dialogue and Learning The researchers had good reason to believe that teaching physics to young children would work best if children could rub their ideas against others. However, the ideas they are asked to investigate need to be in carefully designed work. Read more
Fractions: A weeping sore in mathematics education In four different countries, including our own, the same problems keep cropping up - children do not connect simple tasks, such as sharing, with the written fractions they meet in class. Research and good advice therefrom. Read more
A day at the stock market: The Role of IQ in the Transfer of Knowledge and Life-Course Outcomes In 'A Day at the Races' in set No. 1 this year, it was shown that our ability to do complex mental tasks in real life does not depend on our IQ. But such knowledge does not transfer to strange situations until the similarities are shown to us. Read more
Diversity (and Geometry) in a multicultural school In the 'salad bowl' of ethnic and cultural diversity of Hawai'i, there are attempts to make school work more relevant to all cultures, including involuntary minorities such as the indigenous Hawaiians. Teaching geometry in new ways is the focus of the research described here. Read more
How Pupils Learn Many years of patient research have discovered how new ideas get formed, embedded, and remembered at the 8- to 12-year-old level. The conclusions are vital for all teaching. Read more
Drawing What You Know and Feel: Finding out what school beginners really think of teaching and schooling Asking very young children to draw can reveal a great deal about how they are coping with school, what they are learning and what they regard as important. Better teaching can follow. Read more
...Some schools are more equal than others... Schools and market choice in Aotearoa, 1994 The effects of school administrative reforms in New Zealand have not been to promote equity but to promote inequity. Facts, figures and observations are linked to policy decisions. Read more