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At the beginning of 2005, Red Beach School staff and community began a re-visioning process. We took the time to ask such questions as “What do we believe our school stands for?” Four years down the...
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Gregor Fountain analyses how, since the 1990s, changes to the curriculum and the development of NCEA have impacted on the teaching of history in New Zealand schools. He argues that the inclusion of...
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Jane McChesney and Bronwen Cowie explore the key competencies of thinking and using language, symbols, and text in terms of Mathematics and Statistics, Science, and Technology. What do these...
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This companion article reports initial findings of a case study of longer learning periods in one school. It examines whether teachers perceive longer lessons to make a difference to teaching...
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Using an infamous case of cyber bullying, Dennis Sumara, Brent Davis, and Tammy Iftody examine how we should teach “ethical know-how” for use in the social spaces of the Internet—a world that...
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Here, the focus is on ways to build continuity, coherence, and connections in learning over time.
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This article illustrates the potential of using multiple means to help express and develop ideas.
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Readers need to focus their attention on detail if they are to engage with big ideas. When a reader interprets details they produce knowledge; the production of knowledge allows them to gain insight...
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The water cycle is an important context for school science, but the uncritical use of diagrams to simplify ideas may lead to misconceptions. Incorporating learning about how representations such as...
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