set 2004: no. 2

This study looks at an RTLB working within classrooms in a cluster of schools, assisting teachers in implementing inclusive practices to increase social and co-operative interaction between Year 1 peers. The study explores whether the teaching of specific social and co-operative skills, with practice opportunities across the curriculum, increases this type of interaction between peers within a Year 1 classroom.

This article outlines Chinese-speaking students' perceptions of what helps and what hinders their learning of science in English in New Zealand secondary classrooms. Six students were interviewed to ascertain their views and explore their experiences.

The quotation in the title of this article comes from Ryan, a New Zealand secondary-school student, in a statement to his teachers. Ryan wanted his teachers to recognise his impairment-related needs and experiences at school and to take these into consideration in their teaching. His statement also referred to the various barriers he faced at school that meant he needed help or additional time for school activities. Ryan was particularly keen to point out to teachers that he was still able… Read more

The banks provide tools for formative assessment. Recently developed resources support self- and peer-assessment.  Recent small-scale research projects provide information to support assessment and learning. Assessment Services are proactively networking and sharing information with other providers of professional development in assessment.

Spelling – Write and Right! (Part 3)
In News and Views (No. 3 and No. 4, 2003) we gave you the lists of essential words that make up 75 percent of most writing. We left you with this question:
Q: The essential words make up about 75 percent of all writing.
What about the other 25 percent?
A: Children write about a wide range of topics – far too wide for all the words to be included in spelling lists to be learnt. So, many teachers get children to keep their own… Read more