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The official New Zealand curriculum as it pertains to social sciences embodies tensions between newer transformative and older transmissive agendas for education, and in its disciplinary divisions....
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This paper views key competencies through a sociocultural lens to discuss the role they have played as agents of change in The New Zealand Curriculum and their as yet unrealised potential to...
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This article aims to prompt discussion about thinking in the school curriculum. It begins with a brief exploration of thinking, in which the difficulty of defining and classifying thinking is...
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A commentary on “Confronting storms, fires, and pestilence: Meaningful evaluation for a hazardous world” by Juha I. Uitto (2021).
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A commentary on “Confronting storms, fires, and pestilence: Meaningful evaluation for a hazardous world” by Juha I. Uitto (2021).
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
In November 2007, changes to the New Zealand curriculum were published, with an expectation that schools would fully implement these changes by February 2010 (Schagen, 2011, p. 1). Among the changes...
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