set 2016: no. 2

Teachers involved in New Zealand research conducted to develop forward-looking literacy pedagogy explained they needed ongoing support to make their new practices sustainable. This article responds to that request. We begin with a whistle-stop tour of the rapidly evolving literacy landscape, briefly reviewing key concepts of critical multiliteracies and the four resources model as we develop a rationale for the design of curriculum literacies. Next, we focus on one visual text to demonstrate… Read more

Awareness of mindfulness in New Zealand school communities is growing, and many teachers are becoming aware of its significance to support health and wellbeing in the classroom. This article discusses qualitative research on a 6-week mindfulness programme for teachers and students which showed that teachers perceived specific mindfulness activities reduced their stress levels and improved their present-moment awareness. The teachers also believed that mindfulness practices had positive… Read more

In November 2015, 469 submissions posted to a select committee inquiry into identification and support for students with the significant challenges of dyslexia, dyspraxia and autism spectrum disorders in primary and secondary schools were downloaded. This article includes comments selected from a group of submissions from 141 direct family members of children with special educational needs (SEN). These highlight the financial costs borne by some families as they support the educational… Read more

The term assessment capable was introduced in New Zealand to distinguish between the more formulaic use of assessment-for-learning practices, and those that empower students to become self-regulated learners. This article explores the concept of assessment capability. It considers what it means to be an assessment-capable teacher in New Zealand, the lessons that have been learned in this area, and why the realisation of the assessment-capable student may be challenging. It examines the… Read more

Victoria University Associate Professor Liz Jones is passionate about helping a range of professionals harness the potential of portfolios to improve their practice. Teacher portfolios are especially dear to her heart given Liz’s long career in education as a primary school teacher, principal, educational psychologist, teacher educator, and university academic. Liz entices readers to her publications through curly and alliterative titles, such as “Practice based evidence of evidence based… Read more

This article supports teachers to think about their students’ acts of learning, as well as their own as teachers. It draws on research about young adults’ most profound learning during their apprenticeships, cadetships, and vocational immersion programmes. The experiences of GP registrars, carpentry apprentices, and engineering technician cadets, and the perspectives of their workplace teachers and mentors, provide insights about how people can move through a kind of portal to a new level of… Read more

Creating the conditions for effective teacher collaboration has been seen as a critical component of the work that leaders have been engaged in at Stonefields School since it opened in 2011. Acknowledgement that collaboration can be an opportunity, but also be challenging at times, has informed elements of ongoing professional learning. One of these has been in growing teacher capacity to have sensemaking conversations, a disposition seen as especially relevant when teachers are working… Read more

A performance-appraisal system is often fraught with tensions between the dual purposes of accountability and development. In practice, the nominated appraiser is responsible for evaluating the performance of a colleague and at the same time building a relationship that fosters development. Appraisal systems in New Zealand schools have been criticised for being nothing more than tick-box exercises with a heavy emphasis on compliance. Furthermore, development initiatives have often centred on… Read more

We describe new PAT: Mathematics assessment items that focus on students’ maths self-efficacy (students’ belief in their ability to correctly solve particular maths problems). In 2017, schools using PAT: Mathematics online will be able to give their students an opportunity to respond to these items to help build a picture of New Zealand students’ maths self-efficacy and achievement.
Relationships between students’ maths self-efficacy and maths achievement have been well-researched… Read more