Research publications from our research teams.
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This chapter addresses a complex challenge that is yet to be widely debated in initial teacher education. How might teacher educators more effectively educate beginning teachers to respond to so-called 'twenty-first century' learning imperatives?
The authors draw on six principles identified in a 2012 study of 'future focused' trends in education.
In term 2, 2017, four teachers at Hutt Central School initiated an inquiry into games across their Year 5/6 syndicate. The inquiry spiralled into a variety of learning opportunities, taking slightly different directions across the four classrooms and continuing to 'run in the background' for the rest of the year.
This report outlines findings from a literature review of trends in assessment policy and practice, which was commissioned by the Ministry of Education (the Ministry).
The primary purpose of this report is to inform the Ministry as it considers updating its position on assessment, last articulated in the position paper titled Assessment (Schooling Sector) 2011 (Ministry of Education, 2011).
He wāhanga tēnei rangahau o ngā mahi whakahou, whakaora hoki i te reo Māori, ā, e rua ōna whāinga poto. Te whāinga poto tuatahi (me tana pātai matua) o te rangahau he tūhura i ngā āhuatanga e tautoko ana i te ora o te reo Māori i roto i ngā kura me ngā kura auraki. Te whāinga tuarua, he tiritiri i ngā mahi me ngā tikanga tautoko kua oti te tautohu e matou, ki te ao.
This paper illustrates the the evolution of the key competencies as The New Zealand Curriculum was developed, using the visual models that supported thinking at different stages of the curriculum project.
The types of evidence and processes used to support their development are also summarised.
The second paper from this research is 2 How the key competencies evolved over time: Insights from the research.
This paper analyses a series of research projects to describe how understandings about key competencies have developed over the decade since The New Zealand Curriculum was published.
The first paper from this research is 1 How the key competencies were developed: The evidence base.
This study used data collected through the Wellbeing@School student and teacher surveys to give schools practical ideas about ways to enhance students’ wellbeing and decrease aggressive and bullying behaviours. The study's findings are summarised in the Making a difference to student wellbeing infographic report.
Report prepared for the Tertiary Education Commission and the Engineering e2e Steering Group.
