set 2007: no. 3

In this, the final of issue of set for 2007 we bring you a rich variety of articles that highlight both some key issues in education and the changing environment that we work in.

As this issue goes to press, the new national curriculum has recently been launched. To mark the significance of this we bring you an expanded “He Whakaaro Anō” section. There are three thought-provoking pieces that raise some possible implications for both students and teachers.… Read more

A series in which we ask a leading researcher to distil three key ideas from their work over the years.

Years 4 and 5 students explore and articulate their understanding of number properties.  How can their ability to think algebraically be enhanced?

Assessment and tracking progress in technology education can be a challenge in intermediate schools. The authors show how a rubric may be a possible solution.

It has long been known that families can have a significant effect on their children's achievement.  This is supported by a recent NZCER evaluation on the Home–School Partnership: Literacy programme. This article summarises the findings.

This year the New Zealand School Journal has celebrated its 100th birthday. In this time it has
provided a rich mix of text and image created for New Zealand children by many talented artists
and writers. This article traces the relationship of the illustrations to emergent themes of “New
Zealandness”.

The launch of The New Zealand Curriculum for English-medium Teaching and Learning in Years 1–13 (2007) provides the opportunity for us to reflect on the way in which we design and deliver learning for the future. The new document actively supports the development of a school curriculum and provides the opportunity to think about personalising learning to meet individual and community needs.

Constructive developmental theory examines and describes the way people grow and change over the course of their lives.

The author looks at New Zealand schools and discusses:

• the special demands on teachers because of our self managing schools system
• impacts of curriuculum innovations
• impacts of the ageing workforce, and
• implications for change.

As we know, a pessimist is someone who sees the glass of wine as half empty while the optimist is someone who sees it as half full. The pessimistic perspective with its emphasis on problems, often gets more attention, and this would be understandable when a new policy such as a curriculum document is released, entailing possible increases in teacher workloads.

Starting out in teaching is "scary" for most new teachers.  Here, the practices that beginning teachers found most supportive are highlighted.