Research into primary teachers’ assessment and recording practices highlights three approaches to classroom assessment. These are analysed to show how they contribute to both formative and summative assessment. The findings suggest that accountability demands in self-managing schools, along with school policies, have directed teachers towards more summative practices at the ...

Analysing the pattern of incorrect answers to Assessment Resource Bank items is providing valuable diagnostic information. This can enable teachers to identify roadblocks to student understanding and learning, and develop appropriate strategies to remedy them. ARB data also enables a broad range of curriculum outcomes to be assessed.

For most lowest-achieving children, Reading Recovery offers a second chance to catch. What about those who are the hardest-to-teach - those who need a third chance? This study shows that they too can achieve literacy levels that enable them to function with their same-aged peers.

Understanding the number system is the key to teaching and learning mathematics. Here is a framework which shows how children's understanding about the number system becomes more sophisticated as their thinking develops. This framework can help teachers offer appropriate learning experiences in mathematics.

An examination of a multi-cultural school's community and how it operates, with suggestions for other schools seeking to build a culture of respect as well as promote academic success for all students.

Social interactions are very much an individual matter, but what factors in a school setting also influence students with disabilities in developing social relationships?

The views of parents of gifted children are a valuable consideration for those concerned with educating the children. Equally important, are the views of the classroom teachers who are implementing programmes for the gifted children. Do these two groups hold similar or different views?

Schools considering hiring new teachers from other cultures could consider what sorts of perceptions student teachers (who have been learners in Asia) would have of New Zealand learning situations.

The most challenging problems for school leaders are that those which recur and display the characteristics of a leadership dilemma: with tension between a concern for organisational goals and a concern for collegial relationships. A critical competency in school leadership is the ability to manage such dilemmas. To do this ...

Without a cohesive secondary school entrepreneurship programme, New Zealand could be selling secondary school students short. Should enterprise education be limited to balance sheets and budgets? Why not teach creative thinking in enterprise?