This report is one in a series written for the Ministry of Education in the Curriculum support for science strand of a wider project called Science in the Curriculum. It describes two case studies in which teachers were asked to think about their purposes for teaching science and the outcomes they hoped their students would achieve. The case study teachers in two secondary schools worked with a visiting researcher. As part of the process teachers were supported to trial new strategies and responses from students on the changes were sought.
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This report is one in a series written for the Ministry of Education as part of the e-Learning in science strand of the Science in the Curriculum project. It brings together findings from earlier phases of the research, as well as parallel research on school engagement with the science community. The third phase of the project focused on developing a conceptual tool for exploring the potential of digital technologies to support future-oriented science learning and supporting teachers and school leaders to reflect on and enhance their practice.
In September 2012 NZCER and Te Wānanga o Raukawa held the second Kei Tua o Te Pae hui, Changing Worlds, Changing Tikanga—Educating History and the Future, held at Te Wānanga o Raukawa in Ōtaki. The aim was to explore the impact that colonisation has had on tikanga Māori, to think about how tikanga has been shaped by history and to consider what we take with us into the future. The proceedings include presentations and a series of reflections from participants.
This report documents views and experiences of NCEA from NZCER's 2012 National Survey of Secondary Schools. Responses from teachers (1266) and principals (177) predominate, but the report also reflects the responses from parents (1477) and trustees (289). Full details of the sample are in the overview report, Secondary schools in 2012.
Hei Ara Ako ki te Oranga draws on many existing frameworks and writings, and in particular the work of Professor Sir Mason Durie. A series of small group interviews with learners and tutors provided initial data, and the model was refined through wānanga with Māori academics and Māori literacy providers.
The project team developed a draft conceptual model which was piloted by Māori literacy providers. The providers helped refine the model to make sure that it would be useful for
Schools and Inequality is a chapter in the book Inequality: A New Zealand Crisis by M. Rashbrooke (Ed).
About the book:
The divide between New Zealand’s poorest and wealthiest inhabitants has widened alarmingly over recent decades. Differences in income have grown faster than in most other developed countries.
New Zealand society is being reshaped, stretching to accommodate new distance between those who ‘have’ and those who ‘have not’. Income inequality is a crisis that affects us all.
This report contains the main findings from NZCER's 2012 national survey of secondary schools. The survey draws on responses from more than half the country’s secondary school principals and from hundreds of teachers, parents and members of boards of trustees and was carried out in July and August 2012.
It is part of a national survey series conducted by NZCER since 1989 to track issues and trends across the education system.
Lots of time and effort goes into Occupational Health and Safety training, but which approaches really work?
This article outlines principles for successful workplace learning programmes and how these ideas can be adapted for different workplaces.
It originally appeared in the January/February edition of Safeguard magazine.
Secondary schools aim to develop young people to be “confident, connected, actively involved lifelong learners” (New Zealand Curriculum, 2007). This future-focused vision for young learners guides the everyday work of teachers in classrooms, workshops, and laboratories around New Zealand.