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Author(s): New Zealand Council for Educational Research

The New Zealand Council for Educational Research Act, 1945 (amended and revised 1972) requires the Council not only to foster study and research into educational matters but also to furnish...

Full text: PDF icon Set1974_1_001.pdf
Author(s): NZCER

Several of the research reports summarized below have been published by the National  Foundation for Educational Research in England and Wales (NFER). This research organization, which was set up...

Full text: PDF icon Set1974_1_002.pdf
Author(s): Eric Ogilvie and Judith May

This is only one of the questions underlying a continuing enquiry into the teaching of 'gifted' children in primary and intermediate schools in the Hawke's Bay Education Board's district. As a...

Full text: PDF icon Set1974_1_003.pdf
Author(s): NZCER

The project outlined here was a major investment of the Schools Council, but there is no suggestion that such a project defines a wholly appropriate humanities or social studies curriculum for New...

Full text: PDF icon Set1974_1_004.pdf
Author(s): Fay Panckhurst

The growing demand for more extensive use of discussion in secondary and higher education reflects something deeper than a desire for trendy informality in education. Probably, the most important...

Full text: PDF icon Set1974_1_005.pdf
Author(s): Department of Education

Instead of burdening his memory with a mass of facts and figures the student of tomorrow will store these in his computer and will be free to analyse the whole, make useful comparisons and draw...

Full text: PDF icon Set1974_1_006.pdf
Author(s): Paulo Freire

In the banking concept of education, knowledge is a gift bestowed by those who consider  themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance...

Full text: PDF icon Set1974_1_007.pdf
Author(s): John Holt

Do teachers talk too much? I'm afraid we do. Much too much. From the time we enter the school in the morning till we leave it at night, we hardly stop talking. We only realize how much we talk...

Full text: PDF icon Set1974_1_008.pdf
Author(s): Donald A. Bligh

Modern education has given little place to the lecture in the high school. Some declare that it has no place in the college or university, its time-honored strongholds. Few textbooks on secondary...

Full text: PDF icon Set1974_1_009.pdf
Author(s): Donald A. Bligh

Usually the major objective of discussion methods is to teach students to think. To achieve this the tutor must achieve a number of subsidiary objectives to get the discussion group going....

Full text: PDF icon Set1974_1_010.pdf
Author(s): Tony Edwards and David Webb

This same demand for both guidance and freedom appears in comments on the difference  between teaching methods in the sixth form and in the main school, and on which methods were found most...

Full text: PDF icon Set1974_1_011.pdf
Author(s): R. Chapman-Taylor and H. V. Clark

In this book we have emphasised again and again the need to help children to develop open  minds, to think clearly, critically, objectively, and to reflect upon their conclusions, changing them as...

Full text: PDF icon Set1974_1_012.pdf