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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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Since 2004 Alfriston College has experimented with ways to remodel curriculum and curriculum delivery to meet 21st century learning needs. John Locke reports on how the school developed its...
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Imagine school students developing confidence and connectedness, being actively involved in society and autonomous learning, and demonstrating abilities in thinking, using language, managing...
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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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In this article Jim Neyland responds to Dennis Sumara and Brent Davis in 2007’s Curriculum Matters, revealing how the writings of 20th century thinkers such as Niebuhr, Macquarrie, Korzybski, Fromm,...
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Miles Barker analyses the development of The New Zealand Curriculum from the point of view of preservice teacher education. He presents 20 challenges that he believes the new curriculum poses for...
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Rebecca Luce-Kapler reflects on how two groups of students responded very differently to a hypertext story in school and out of school. What this reveals about the mindset of schooling has far-...
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Judy Bailey shows how narrative inquiry can be a valuable tool by relating how she used a narrative inquiry methodology to expand her own understanding of mathematics curriculum.
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As we know, a pessimist is someone who sees the glass of wine as half empty while the optimist is someone who sees it as half full. The pessimistic perspective with its emphasis on problems, often...
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