The article discusses the varied and changing concepts of literacy and English. It is argued that these changes have implications for the place of literacy in the New Zealand curriculum. Literacy and literacies must be more explicitly addressed at all levels of the curriculum and within all curriculum areas. Reference ...

Future-focused theoretical thinking about education exhibits an ontological turn, with attendant advocacy for more attention to be paid to the nature of knowledge and to students' identity development. This article explores the second of these recommendations and makes the case that students' "selves" should be an important curriculum focus if ...

In this reflection on early childhood curriculum development in Aotearoa New Zealand since the mid-1980s, the author identifies some of the factors that were influential in the genesis, and subsequent implementation of Te Whāriki. The article concludes with a discussion of possible future directions in early childhood curriculum, including ...

A critical component in the development of students' statistical thinking and reasoning is transnumerative thinking; that is, changing representations of data to engender an understanding of observed phenomena. Examples from Years 6 to 9 New Zealand students' and Australian students' representations of data from a given multivariate dataset are described ...

This article explores social aspects of information and communications technology (ICT) in primary classrooms, focusing on pupils’ attitudes, academic progress, teachers’ and pupils’ roles, and relationships between pupils, teachers, and parents.

This article is not intended to be a series of handy hints on choosing between specific brands of microcomputers or different word processing programs. That sort of information is best obtained from teachers already using word processors, or from advisory staff in education departments. Instead, I hope to show just ...

A research project looking at Māori student participation and achievement in science and mathematics education examined four junior secondary school programmes that targeted Māori in these subject areas. Students and parents were found to prefer activity-based programmes, provided they dealt with contemporary activities and topics of interest to the students.

Many students in an Auckland primary school were able to decode adequately, but still had difficulty in understanding what they read. A modified reciprocal reading programme was shown to improve students’ comprehension.

A critical stocktake of practice identifies key factors for environmental education programmes as being resource provision, professional development, time for planning and action, funding, overcrowded school curricula, and the non-mandatory status of environmental education.

This New Zealand study proposes that the ethos and culture of schools can be a major protective factor in helping children to cope with violent and traumatic events. Implications for teachers are discussed.