You are here
Search results
Displaying 11 - 20 of 71
This article describes a pilot behaviour intervention programme for boys aged 7–9 with severe, challenging behaviours. The pilot was based on the Canadian SNAP™ (Stop Now and Plan)...
![](/misc/message-24-info.png)
Reading Recovery is offered in most New Zealand schools, yet recent research shows that low-decile schools are less likely to offer it.
This article explores reasons for the lower uptake of...
![](/misc/message-24-info.png)
Seeing a withdrawal programme for gifted students in mathematics from the perspectives of the students, parents, regular class teachers, and the specialist teacher gives insights about the social and...
![](/misc/message-24-info.png)
This article presents results from a national survey on the extent, nature, and effectiveness of planned approaches for identifying and providing for gifted and talented students. Recent national...
![](/misc/message-24-info.png)
Evidence of phonological-based word identification deficits among children with reading difficulties
Specific phonological-based deficits may hinder student’s reading progress. This study found evidence for the presence of these deficits among a sample of older pupils with reading difficulties. Some...
![](/misc/message-24-info.png)
A comprehensive study in 2003 looked at the extent, nature, and effectiveness of identification strategies and educational programmes for gifted and talented students. Key findings are highlighted,...
![](/misc/message-24-info.png)
This New Zealand study proposes that the ethos and culture of schools can be a major protective factor in helping children to cope with violent and traumatic events. Implications for teachers are...
![](/misc/message-24-info.png)
Otahuhu College wanted to know how its teachers were coping with the inclusion of students with disabilities in their classrooms, and more specifically, how teachers interacted with such students....
![](/misc/message-24-info.png)
The difficulties many students experience in learning to read frequently relate to a lack of strategies and confidence. Learning to read is readily accepted as one of the most complex behaviours we...
![](/misc/message-24-info.png)
The review of Special Education 2000 policy highlighted the fragmentation of responsibilities and provision, which undermined the policy’s intentions to improve educational experiences and outcomes...
![](/misc/message-24-info.png)