set 2001: no. 3

In the very first bulletin published by NZCER, Educational Research in New Zealand (1935), Dr Beeby, our first director, stated that NZCER needed to feed the curiosity of teachers, in a way that acknowledged the demanding environment of the classroom. “The curiosity can die, or can grow, but cannot stand still”, he wrote. However, “it is not the business of the Council to satisfy it but to feed it.”

A survey of the science interests of Year 5 students was attached to Assessment Resource Bank material sent out to schools for trialling in terms 1 and 2, 2001. Overall the results show that there are clear preferences for particular topics/areas of study, though these preferences may vary by gender.

When young children move from one educational setting to another, it is important to understand the context of their prior experiences. Most children starting primary school have already experienced transition. Early childhood transitions include starting at an early childhood service or centre, and moving sequentially or concurrently from one early childhood service or centre to another. Our study of transition to school from Pacific early childhood centres describes some culturally… Read more

Each year, the National Education Monitoring Project (NEMP) engages teachers to work intensively with children administering a wide range of assessment tasks, and to mark children’s recorded performances. It has been found that teachers benefit enormously professionally and personally from these experiences, taking away many valuable insights about teaching, the curriculum and assessment practices. Five teachers talk about what they have gained from being involved as a NEMP administrator or… Read more

Three years’ research work with 14 primary school teachers and two principals in technology education has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance student learning. Student gains in learning could be attributed to enhanced formative interactions, which resulted from improved teacher knowledge of technology and associated pedagogies.

A study examined the attitudes of Indigenous students from the south-west of Western Australia towards their first and second dialects, Aboriginal English and Standard Australian English, and the attitudes they attributed to parents, teachers and peers. The findings indicate that context and location were influential factors. Age and gender differences were not apparent. The students also attributed negative attitudes to significant others with regard to their use of both dialects.

Over forty years of research and experience show that it is the middle school philosophy and approach, rather than grade span or school organisation, which make middle schools educationally effective for students aged 10-15. Educators in all types of school catering for these students should seriously consider implementing middle school philosophy and practice, to help raise and maintain student achievement and motivation, and teacher morale and retention rates, while lowering suspensions,… Read more

The authors look at the differences between the primary, intermediate/middle and secondary “islands” in the educational “sea”, the structural reasons for their separateness, the impact of this on students and their learning, and the bridge-building that needs to happen in order to rescue some students from drowning on their learning journey.

The experience of team teaching Years 9 and 10 at Cargill and Tweedsmuir Schools over a six-year period has provided many valuable insights into the challenges and benefits that team teaching offers. This article discusses some of the critical factors for successful team teaching in a middle school setting.

The literature on curriculum delivery in New Zealand for Years 9 and 10 has acknowledged that differences exist between the delivery styles in primary and secondary schools, but it has offered little direction. One study that addressed the preferred form of curriculum delivery was associated with the development of a middle school in Hamilton, New Zealand. The findings clearly favoured an approach where the core subjects are taught in an integrative way, using large units of time, in a… Read more