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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...

ISBN: 978-1-927231-71-5
This book shows how teaching as inquiry can be built into the everyday work of classrooms to make a difference for all students, particularly priority learners.
Based on...



Nairn, K., Higgins, J., & Sligo, J. (2012). Children of Rogernomics: A neoliberal generation leaves school. Otago University Press. Reviewed by Jennifer Tatebe
Kalantzis, M., & Cope,...

Directions for Assessment in New Zealand (DANZ), published in March 2009, was written to provide strategic advice to the Ministry of Education to guide and inform the design of new and improved...

This article uses Wenger’s (1998) theory of communities of practice as a framework to describe the complexities of moderation processes when these processes are intended to support teacher learning...

The connecting role of playfulness in young children’s communication is explored with a specific focus on children’s playful narratives. Such narratives are useful frameworks for teachers’...

This article explores the perceptions of parents/caregivers, teachers, and students in an intermediate school about the success of this approach to reporting on learning.

Today's learners do not need to be confined to the traditional classroom setting, thanks to new interactive telecommunications technologies. The implications of being in the "Information Age" are far...

Listening to parents and teachers and then working on ways to close the gap between their widely differing expectations.
