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

This article looks at restorative practices as a tool to reduce bullying in schools and emphasises the importance of healing broken relationships, particularly between students causing harm and their teachers and peers who are harmed.

This article shows that generating ngā ara whakamihi (praise pathways) through a context of praise enabled Māori students to feel safe and supported, both culturally and educationally, and that they were able to assimilate and then integrate the meaning of teacher praise.

This article explores the notion of “relational pedagogy” in the Arts (drama, dance, music, and visual art) starting with the teacher–child relationship, peer relationships, and building communities of enquiry.

This article explores how teachers work at establishing a web of relationships within the mathematics classroom community that will lead to learning.

In 2006, we looked at how primary school were getting on with the planning and reporting requirements which came into place in 2003. Thank you to the 180 principals and 279 teachers who took part in our survey. We also asked about it in our 2006 national survey of secondary ...

As we bring you this first issue of set for 2007, a number of key issues for education have already emerged and as the year goes on we will bring you both research and informed comment on these and other issues.

Wadestown Kindergarten became one of the six designated Centres of Innovation in round three of the COI programme in 2006. This article discusses the kindergarten's focus on multiple literacies and its role in communicative competence and meaning making.

In late 2003–early 2004, NZCER researchers surveyed early childhood services around the country, talking to parents, managers, and teachers about all aspects of what was being provided.

Rules are presented as cultural tools that assist socialisation, yet observations revealed that young children subvert adults’ messages. A sociocultural interpretation offers teachers an alternative way of understanding this more challenging aspect of young children’s behaviour.