He mea tuhi nā Jessica Hutchings, Rawinia Higgins, Nicola Bright, Basil Keane, Vini Olsen-Reeder, Maraea Hunia, me Jenny Lee-Morgan rāua ko Eruera Morgan, Jen Martin rāua ko Stephanie Fong, Waitiahoaho Emery, Titoki Black, Hinerangi Edwards rāua ko Kiwa Hammond, Lynne Harata Te Aika, me Cathy Wylie, Rachel Felgate, Rachael Kearns.
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I te tuatahi, ko te rīpoata Hapori hoki o Rūātoki mā ngā tāngata ake o Rūātoki. Ka whakaata ake tēnā i ngā kōrero mai a ngā whānau me ngā pou reo mō te hauora o te reo Māori ki roto i te whārua, me ōna hua ki ngā whānau o Rūātoki.
I Rūātoki, he mea ārahi te rangahau e Tītoki Black rātou ko Irene Huka Williams ko Te Whetū McCorkindale.
This report looks at the role of digital technologies for learning in primary and intermediate schools.
The report draws on data from the NZCER National Survey of Primary and Intermediate Schools, which was conducted in late August and early September 2016. The survey asked how digital technology is being used, how it could be used, and what it means for teaching and learning.
The survey sought the views of principals, teachers, trustees, parents and whānau.
This is the final evaluation report of the Teach First NZ programme pilot, delivered in partnership with The University of Auckland. The Teach First NZ pilot programme is an alternative field-based Initial Teacher Education (ITE) two-year programme. The pilot programme operated between 2013 and 2016 with three annual intakes of up to 20 participants. You can find the report on the Education Counts website.
As a learning model, apprenticeship is well known for its capacity to develop skills and vocational identities. It is also increasingly appealing for its potential to develop soft skills and enhance dispositions. This article focuses on the nature and role of apprenticeship and employers in developing dispositions and soft skills. It draws on a two-year New Zealand study of 41 apprentices in general practice medicine, carpentry, and engineering technician work, and their workplace mentors and teachers.
This project focuses on capability-building through a new apprenticeship for support workers.
This report describes sampling and analysis details for the NZCER national survey of primary and intermediate schools 2016, as well as respondent characteristics and characteristics of the schools with which respondents are associated. It supports the individual thematic reports that use the 2016 National Survey data.
This report sought to understand how the Principal Recruitment Allowance programme was operating, and provide information to the Ministry of Education to help inform their decision making aimed at improvement around the programme.
This article is based on the talk Rose Hipkins gave at the NZATE conference in Christchurch in July 2016. The talk drew together many threads from almost a decade of research on the implementation of NZC, with a specific focus on how the key competencies have been understood and enacted. This set the scene to discuss a different way to think about weaving key competencies into the curriculum—by introducing "capabilities" as weaving tools. This idea idea is illustrated with two examples set at different levels of the English learning area.
The Teacher-led Innovation Fund (TLIF) is a government fund intended to help groups of teachers develop innovative practice. The Ministry of Education had shared four themes that had already emerged from TLIF Monitor meetings as being important in teacher-led inquiry. The themes related to the way that TLIF teams: