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When children in Aotearoa New Zealand begin school at 5 years of age they take with them a wealth of learning. For the majority of children transitioning from early childhood education to school this...
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Assessment for learning (AfL) has been touted as one of the most promising pedagogical approaches for enhancing student learning. Research suggests that engaging students in AfL helps to improve...
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Two teachers research the documentation, continuity and complexity of key competencies in their combined new entrant, Year 1 and Year 2 classroom. They wanted to find ways to make the continuity...
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Directions for Assessment in New Zealand (DANZ), published in March 2009, was written to provide strategic advice to the Ministry of Education to guide and inform the design of new and improved...
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There is limited research to support our understanding of values implementation in New Zealand schools. This article draws on findings from a recent Teaching and Learning Research...
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Liz Patara, principal of Clyde Quay School, Wellington, responds to a question from Mark Bradley of Wellington College: "What advice would you give to someone who is new to teaching in Aotearoa New...
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Feeling respected is important to students. Classroom respect, crucial for creating effective teacher−student relationships, is essential for maximising achievement. This article discusses...
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This article considers the delicate positioning of social studies in a context of curriculum integration. The common primary school practice of integrating social studies as part of a wider inquiry...
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This article explores the shift from "essential skills" to "key competencies" in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand...
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This article uses Wenger’s (1998) theory of communities of practice as a framework to describe the complexities of moderation processes when these processes are intended to support teacher learning...
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