You are here
Search results
Displaying 71 - 80 of 130
Future-focused theoretical thinking about education exhibits an ontological turn, with attendant advocacy for more attention to be paid to the nature of knowledge and to students' identity...
![](/misc/message-24-info.png)
The article discusses the varied and changing concepts of literacy and English. It is argued that these changes have implications for the place of literacy in the New Zealand curriculum. Literacy and...
![](/misc/message-24-info.png)
The current New Zealand Curriculum/Te Marautanga o Aotearoa Project involves a wide-ranging process to engage teachers, principals, students, lecturers, and others in revitalising the New Zealand...
![](/misc/message-24-info.png)
A critical component in the development of students' statistical thinking and reasoning is transnumerative thinking; that is, changing representations of data to engender an understanding of observed...
![](/misc/message-24-info.png)
Education for the environment is invariably considered to be the fundamental element in education "in, about, and for" the environment. However, research from New Zealand and elsewhere suggests that...
![](/misc/message-24-info.png)
Charles Darr reports on his experience in creating a mathematics test using asTTle, comments on his perceptions, and discusses some of the strengths and weaknesses of this new assessment package for...
![](/misc/message-24-info.png)
Earlier this year 225 primary, intermediate and secondary schools took part in a national consultation on the draft national exemplars. Schools effectively trialled the exemplars and provided...
![](/misc/message-24-info.png)
The literature on curriculum delivery in New Zealand for Years 9 and 10 has acknowledged that differences exist between the delivery styles in primary and secondary schools, but it has offered little...
![](/misc/message-24-info.png)
Research into primary teachers’ assessment and recording practices highlights three approaches to classroom assessment. These are analysed to show how they contribute to both formative and summative...
![](/misc/message-24-info.png)
Real improvement cannot come from anywhere other than within schools themselves. “Within” is a complex web of values and beliefs, norms, social and power relationships and emotions. Changing schools...
![](/misc/message-24-info.png)