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Despite the considerable differences in the rates at which students learn, almost all pupils can satisfactorily understand and be proficient in school subjects.
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As every teacher knows, in any normal classroom and whatever subject is being taught, there will be a wide range of individual differences in students' learning. Some will learn more quickly...
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Curriculum developers have in the past almost invariably structured and developed curricula from the perspective of the teacher. Our contention is that no matter what curriculum framework is...
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Once upon a time there was a passerby who stopped to watch three workmen going about their labours on a building site. After a time he approached each of the workmen in turn and asked them what...
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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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Fractions are important mathematically and in everyday life but are complicated and difficult to learn. Teachers therefore need to be able to work out what students understand about fractions and...
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Drawing on secondary teachers’ experience of standards-based assessment for NCEA, this short article discusses moderation challenges that will face primary teachers as they make overall professional...
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What could we be looking for in student work when it comes to summative assessment? This article explores some of the challenges related to assessment in social studies. It then traces some of the...
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Practical Research for Education, 39, May 2008, pp. 57–62 (reprinted with permission)
Fires in schools can be emotionally devastating for students and staff and highly disruptive to school...
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Science and technology are so central to our 21st century lives that few would dispute their importance in the school curriculum. They underpin many jobs, inform challenging issues facing us as a...
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