We are pleased to bring you the first issue of what we hope will be another source of stimulating research reading during 2008. Wherever there’s good research we’ll find it (with apologies to TVNZ...
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A series in which we ask a leading researcher to distil three key ideas from their work over the years.
How do students from minority groups develop effective literacy skills? The perceptions of two groups of Pasifika students—one achieving and one underachieving in literacy learning—are compared....
A sample of students who achieved Scholarship identified their teacher as the most important factor influencing their success. Arguably, this research has implications for all teachers aiming to...
How do students understand concepts in school history curriculum and assessment documentation?
"Switched-on" history teachers tap into students' conceptual understandings, promote...
Fictional article written from the perspective of a senior secondary student from the year 2030.
Inspired by the NZCER book Disciplining and drafting or 21st century learning? Rethinking...
A hui whakatika (a meeting that seeks to resolve issues and make amends), facilitated by Māori In a mainstream school setting, provides a Treaty-based model for restoring harmony and avoiding...
Free full text: 
set2008_1_025.pdf
set2008_1_025.pdf Amid calls for more male teachers in primary schools, a representative sample of primary school principals gave their thoughts about the need for more "male role models" and listed the personal...
A case study in a high-decile school reveals a visionary principal and dedicated ICT lead teachers as key factors in ensuring effective integration of ICT into the curriculum—aligning with the...
The New Zealand Curriculum highlights the importance of learning to learn. This presents practical challenges to schools, in relation to shifts in teaching and learning practices. This article...
This companion article reports initial findings of a case study of longer learning periods in one school. It examines whether teachers perceive longer lessons to make a difference to teaching...
Are the tests normed?
Why aren't the reading ages given in the new tests?
How can we report to parents?
Is there a specific test for each year group?
How can we use the test results...