Research publications from our research teams.
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This article explores the nature of a continuing mismatch between curriculum reform rhetoric in science education and actual classroom practice.
Lack of philosophical consensus about the nature of science (NOS); lack of appropriate curriculum guidance, classroom materials and pedagogical content knowledge for NOS teaching; teachers' personal theories of learning; and the realities of classroom constraints are all implicated as interacting factors that contribute to the mismatch.
This paper explores the potential for using narrative pedagogy to help students develop a sense of connectedness to the conceptual science they are learning, and through that to develop an ethic of caring, both for the natural environment, and for their own learning.
The full journal article published in:
School Science Review, 86 (315), 53-58.
New Zealand is facing a crisis concerning the recruitment and retention of school principals, as a significant number of “baby-boomer” principals retire over the next five years. Already there are problems recruiting principals, particularly in small rural, low-decile, full primary schools where the principal is a teaching principal.
The main purpose of this research was to find out more about the contributions parent and whānau-led early childhood education (ECE) services are making to children's learning, parent knowledge/skills and social support, and community, in order to provide the Ministry of Education and parent/whānau-led services with information that could be used to support quality in these services. For the purposes of this research parent/whānau led services were playcentres, kōhanga reo, Pasifika early childhood centres and groups, general playgroups, community language playgroups and puna.
The main purpose of this research was to find out more about the contributions parent and whanau-led early childhood education (ECE) services are making to children's learning, parent knowledge/skills and social support, and community, in order to provide the Ministry of Education and parent/whānau-led services with information that could be used to support quality in these services. For the purposes of this research parent/whānau led services were playcentres, kōhanga reo, Pasifika early childhood centres and groups, general playgroups, community language playgroups and puna.
The main purpose of this research was to find out more about the contributions parent and whānau-led early childhood education (ECE) services are making to children's learning, parent knowledge/skills and social support, and community, in order to provide the Ministry of Education and parent/whānau-led services with information that could be used to support quality in these services. For the purposes of this research parent/whānau led services were playcentres, kōhanga reo, Pasifika early childhood centres and groups, general playgroups, community language playgroups and puna.
