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This article explores what a group of Years 11 and 13 students think about history, how they talk about it and what they are interested in studying. It suggests that being aware of student interests...

Starting teaching in a new country and a new culture is like being a beginning teacher again. If you come from a Confucian culture where teachers are automatically respected, the New Zealand...

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...

Practical Research for Education, 38, October 2007, pp. 29–33 (reprinted with permission)
This piece demonstrates authentic research in practice.

How do students understand concepts in school history curriculum and assessment documentation?
"Switched-on" history teachers tap into students' conceptual understandings, promote conversations...

A sample of students who achieved Scholarship identified their teacher as the most important factor influencing their success. Arguably, this research has implications for all teachers aiming to...

This article explores how the key competency thinking links with 21st century views of teaching and learning.

This article presents evidence of the first activity in a sequence of history pedagogy Thinking About History that engaged learners in connecting to their pasts as a way into history.

Students' perspectives on teacher questioning are discussed as a component of formative assessment in a Year 13 chemistry class at a large coeducational urban New Zealand high school. The authors...

This article summarises the key features of the transition support, offered to students at seven low-decile schools, which impacted on their career decision making and postschool destinations. ...
