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.

The chapter is one of 19 in Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in ...

This report presents the findings from an exploratory investigation of the impacts of the Teaching and Learning Research Initiative (TLRI).

The investigation sought evidence of the extent to which TLRI is meeting its three core aims:

• to build a cumulative body of knowledge that links teaching to learning
• to enhance links between research and practice across the early childhood, school, and tertiary sectors
• to grow research capability and capacity in ...

The New Zealand Transport Agency (NZTA) has been a prominent innovator of approaches to education for school-age students in New Zealand. This report explains their approach and reports on three case studies that illustrate how it plays out in schools. 

The report is available on NZTA's education portal.

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 case study describes why and how the syndicate chose to sustain a focus on games and game design in ...

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).

The authors use 'assessment capability' as a point of reference. The idea ...

This study is sited within the wider context of the maintenance and revitalisation of te reo Māori, and it has two goals. The first goal (and main question) of the research was to explore what supports the wellbeing of te reo Māori in kura and schools. The second goal was to share the supporting actions and practices we identified. 

The report presents findings on the ways that kura and schools support ...

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. The methodology and detailed findings are presented in Making a difference to student wellbeing—a data exploration. 

New Zealand students face challenges to their social and ...