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Author(s): Josie Roberts
Free full text: PDF icon Set 2018_2_001.pdf
Author(s): Aaron Mead and Fiona Jeffries

In June 2016, Paraparaumu College and Kenakena School, from the Kāpiti Coast, investigated the use of digital technology in supporting a personalised learning framework. This article presents...

Author(s): Lisa Fleming and Margaret Kitchen

This article explores the experiences of Chinese international secondary school students who were in danger of not achieving NCEA credits. Research suggests schools value the income students bring...

Author(s): Jane Gilbert

Building on earlier work in Set on “confusion” around the term constructivism in education, this article explores four different meanings of constructivism, looking at their very different origins...

Author(s): Roberta Hunter, Jodie Hunter, Glenda Anthony, and Katrina McChesney

There is increasing recognition that the underachievement of Māori, Pasifika, and other diverse students in New Zealand schools is in large part owing to systemic factors that disadvantage these...

Author(s): Lexie Grudnoff, Mavis Haigh, Claire Jackson, and Paula Passfield

The focus on teacher inquiry to enhance student learning is a key feature of The New Zealand Curriculum and in New Zealand’s approach to teacher professional learning. This article examines how a...

Author(s): Jannie van Hees

This article considers the important matter of language availability in the lives of babies and children. Without this language availability, knowing, thinking, and expression cannot blossom and...

Author(s): Pam Hook with Josie Roberts

In Q&A Pam Hook reflects on what drew her to SOLO taxonomy and why she is so motivated to develop its classroom-based use to enhance student learning. She explains what SOLO is and how it can...

Author(s): Jenny Poskitt

An assessment seminar series in the April 2018 school holidays saw the launch of the New Zealand Assessment Institute (NZAI), and growing excitement about innovative assessment practice across the...

Free full text: PDF icon Set 2018_2_054.pdf