As part of ongoing collaborations with associate and mentor teachers, we explore teachers’ decision making in order to help student teachers and others become aware of the myriad  decisions and political choices made by teachers in their everyday work with children. In this article we are particularly interested in care ...

Stories are a way that children under 3 years of age learn to share meaning with others. Most research with this age group has focused on 1:1 parent–child story relationships at home, largely book reading. These studies have positioned children in the role of story listeners rather than story tellers ...

The focus of this study is the cognitive process called mentalisation and how it is woven into Te Whāriki. Employing a qualitative content analysis, we sought to examine the embedded expectations and assumptions evident in the curriculum concerning how mentalisation processes and practices should be employed by teachers. Results showed ...

Recognising children as active and competent citizens holds promise for early childhood research and pedagogies worldwide. Researchers in China have not previously explored young children’s citizenship in detail. The project that is the focus of this article sought to address this research gap. Moss’ critical approach and Chen’s Asia as ...

This article analyses the integration of media and information literacy (MIL) within the curriculum, starting with the evolution of the terms “media”, “literacy”, and “citizenship” in 85 curricula implemented in 15 Latin American countries. In addition, the article examines the possibilities brought by this integration, according to the perspective of ...

In the context of significant reforms to the curriculum for New Zealand schools, this paper presents an early line of findings from an ongoing ethnographic multi-case study investigating New Zealand primary school teachers’ enactment of informal formative assessment. Data was gathered through observations, interviews and document collection in one Auckland ...

Drawing data (N = 625) from the 2004 Assessment Tools for Teaching and Learning Version 4 database, this article explores how New Zealand Years 11–12 secondary students perceived the importance of learning to read and write in English and how those perceptions related to their reading attitudes and performance ...

This article reports on a line of findings that explores how New Zealand secondary teachers teach about inequality as part of the official New Zealand curriculum (NZC) in their respective teaching subjects. This second phase of the study is part of a wider project about how inequality is positioned within ...

Curriculum development is critically important to the educational enterprise, yet we lack insight into if and how ideal design and development practices are enacted in organizations that create curricular programs and resources intended for large-scale implementation. This study identified essential elements of curriculum development practices which, together, provide a framework ...