Set 2020: no. 2

A summary of Carol Mutch’s research into the role of schools in disaster response and recovery highlights the expectations that are placed on schools following a crisis. Her research shows that school staff undertake these extra demands willingly and conscientiously, despite the toll that it takes on their own health and wellbeing. In this article she first outlines the typical process that responses to a disaster or crisis goes through. She then shares some key findings, noting how… Read more

School goal setting is often described as a key leadership practice for school improvement. Important for the effectiveness of goal setting is the close monitoring of progress. This article examines goal-monitoring practices in three schools that were seen as being effective and contributing to improvement. The findings highlight the importance of choosing fit-for-purpose tools, such as embedding monitoring in roles, routines, and structures, and strengthening the focus on supporting… Read more

Increasingly, teachers are expected to collaborate because of recognised learning gains for diverse students and a variety of professional benefits. Policy directives globally and in New Zealand support collaborative teaching in flexible learning environments. The focus of this article is on the what, why, and how of collaborative teaching. We report on a small-scale study exploring collaboration from the perspective of junior school teachers who have recent experience in modern learning… Read more

Education Outside the Classroom (EOTC) has a rich and celebrated history in Aotearoa New Zealand. This article takes a solutions-focused approach that supports teachers and school leaders to reconnect with the value and magic of EOTC. Despite the recent and on-going challenges to the provision and delivery of EOTC, there are many examples of the positive impact EOTC has on student learning and engagement. Drawing on the findings of a recent large-scale New Zealand study, we offer realistic… Read more

This article explores how using mobile learning-focused mixed reality (MR) can complement and reinforce learning experiences outside the classroom. Our study involved one primary school class, the teacher, and a marine reserve visitor centre and was based in the co-design of digital tools which were contextually relevant to all educators and learners. Data gathered over 2 years indicated that student engagement, knowledge and attitude development, and environmental action-taking were… Read more

A pragmatic response to the government announcement that New Zealand histories will be taught in all schools by 2022 are the questions of what should be taught, and how? I argue that iwi and hapū must be at the forefront of conversations. This article looks critically at how Janene, a Pākehā museum educator, taught Year 13 history students about difficult histories in the Waipā district. In particular, this article examines how Janene strategically accounted for the students’ emotional… Read more

The goal of the Poutama Pounamu blended learning course is to promote contexts for change where equity, excellence, and belonging for Māori and all learners can be realised. In this article I share some key learnings from my own journey through this course. I reflect on my path towards honouring the Treaty of Waitangi, including the challenges I have experienced in confronting Pākehā privilege and deficit theorising. I share my developing understanding of what it means for Māori to achieve… Read more

The COVID-19 pandemic has disrupted some traditional assessment practices and drawn attention to the range of evidence students produce in their day-to-day learning. In this edition of Assessment News, Charles Darr and Rosemary Hipkins argue that using this evidence to make sound summative judgements requires a robust understanding of what it means to make a valid judgement, along with a clear commitment to professional learning through social moderation.