A series in which we ask a leading researcher to distil three key ideas from their work over the years.

Assessment and tracking progress in technology education can be a challenge in intermediate schools. The authors show how a rubric may be a possible solution.

The findings reported here suggest that while teacher research can be worthwhile professional development, if it is to be a realistic option robust support systems need to be put in place for teachers.

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 ...

Constructive developmental theory examines and describes the way people grow and change over the course of their lives.

The author looks at New Zealand schools and discusses:

• the special demands on teachers because of our self managing schools system
• impacts of curriuculum innovations
• impacts of the ageing workforce, and
• implications ...

Starting out in teaching is "scary" for most new teachers.  Here, the practices that beginning teachers found most supportive are highlighted.

Measuring the main trends of an individual's progress is always difficult. However, the presence of measurement error makes it harder. Good tests indicate the measurement error associated with test scores. This article describes how this can be done.

Years 4 and 5 students explore and articulate their understanding of number properties.  How can their ability to think algebraically be enhanced?

The launch of The New Zealand Curriculum for English-medium Teaching and Learning in Years 1–13 (2007) provides the opportunity for us to reflect on the way in which we design and deliver learning for the future. The new document actively supports the development of a school curriculum and provides the ...

This year the New Zealand School Journal has celebrated its 100th birthday. In this time it has
provided a rich mix of text and image created for New Zealand children by many talented artists
and writers. This article traces the relationship of the illustrations to emergent themes of “New
Zealandness”.