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| Year published: 2005 | Publisher: NZCER Press | Free Full text: ECFolio_9_2005_001.pdf | Content type: Early Childhood Folio article
This exploratory study of self-regulated learning for mathematics education looked at how to encourage self-regulating behaviour using reflective journalling and models to represent problem...
| Year published: 2005 | Publication type: Journal article | Publisher: NZCER Press | Free Full text: set2005_2_044.pdf | Content type: Set article
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...
| Year published: 2004 | Publication type: Journal article | Publisher: NZCER Press | Content type: Set article
| Year published: 2004 | Publisher: NZCER Press | Free Full text: ECFolio_8_2004_001.pdf | Content type: Early Childhood Folio article
| Year published: 2003 | Publisher: NZCER Press | Free Full text: ECFolio_7_2003_001.pdf | Content type: Early Childhood Folio article
Most of the ideas and concepts that underpin environmental education have developed outside the school education system. This article draws on a recent review of New Zealand and international...
| Year published: 2003 | Publication type: Journal article | Publisher: NZCER Press | Content type: Set article
| Year published: 2002 | Publisher: NZCER Press | Free Full text: ECFolio_6_2002_001.pdf | Content type: Early Childhood Folio article
Cognitively Guided Instruction provides a basis for understanding why a child is able to solve certain problems and not able to solve others. Within a problem-solving environment, interactive...
| Year published: 2002 | Publication type: Journal article | Publisher: NZCER Press | Content type: Set article
We know that children learn better when they are supported during new learning by someone who is more expert than they are. At a multi-cultural school in one of the five most “at risk” areas in...
| Year published: 2002 | Publication type: Journal article | Publisher: NZCER Press | Content type: Set article
Progression and continuity are considered to be indicators of quality and effectiveness in early childhood education, but there are different and sometimes competing definitions of these concepts.
| Year published: 2002 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article