set 2004: no. 1

This year we celebrate thirty years of set. First published in 1974, it is one of New Zealand’s longest-standing professional development journals for teachers and unique in its accessible presentation of research. set has always been alert to the key educational issues of the day, and with the interests of its subscribers at heart, has often taken the lead in publishing evidence-based articles on these topics. In recent years, it has been in the forefront of… Read more

Thirteen schools that produced high mean literacy scores, relative to their decile levels, in a nationwide survey were visited and studied to identify practices that might account for their students’ strong showing. Principals and teachers of Years 1 and 2 described their reading and language programmes and attempted to identify the key factors in their students’ success. These factors are discussed and a profile of a typical effective junior-class reading teacher is outlined.

This research shows that focusing on peer and teacher talk about Year 5 and 6 students’ scripts creates significant increases in the quality of the students’ written language. Students’ initial comments about their writing were largely general, affective, and unfocused. After professional development teacher support, a follow-up survey indicated a 2-fold increase in talk and talk content that included precise and constructive comment. The students reported greater satisfaction in writing and… Read more

This article draws on the findings of a recent Ministry of Education commissioned evaluation of the CD ROM The Game and other stories. It focuses on possible reasons for the positive impact of classroom use of this resource on students’ attitudes to reading and perceptions of themselves as readers.

Ros McLellan reports on a 10-term UK project "Raising Boys’ Achievement". She gives an overview of the research and offers a framework for thinking about strategies that have the potential to raise achievement, especially that of boys.

Research Information for Teachers, known as set, has become an iconic symbol of NZCER’s long-term services. It implements one of its key statutory obligations, it continues the priorities inherent in the Council’s most significant phase of expansion begun in the 1960s.

In a thought-provoking piece, Keith Ballard traces some of the recent changes in the language of education and raises questions about the implications for teachers and teaching.

Three key features of technology known as "components of practice" are identified here and, with levelled indicators of progression, can support teachers as they develop long-term technology programmes and report on student achievement for formative and summative purposes.

Teaching technology to very young students is achievable and is a valuable addition to their work in the classroom. There are teacher strategies and techniques that enable students to work in a more flexible and independent manner, unconstrained by limited reading and writing skills. A clear teaching focus limited to teaching a narrow range of design components appropriate to the age group makes the learning of 5-year-old students into a worthwhile, imaginatively challenging activity that… Read more

Focusing on the technology education findings of the LITE (Assessment) project shows that students learn effectively in technology when they develop a broad understanding of technology, are clear about the task goals and the task substance, and make strong links between conceptual, procedural, societal, and technical considerations. Specific examples of student behaviour and learning are discussed, together with the implications of these findings for teachers.