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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...

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...

Liz Patara, principal of Clyde Quay School, Wellington, responds to a question from Mark Bradley of Wellington College: "What advice would you give to someone who is new to teaching in Aotearoa New...

Feeling respected is important to students. Classroom respect, crucial for creating effective teacher−student relationships, is essential for maximising achievement. This article discusses...

This article considers the delicate positioning of social studies in a context of curriculum integration. The common primary school practice of integrating social studies as part of a wider inquiry...

This article explores the shift from "essential skills" to "key competencies" in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand...

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...

This article reviews the literature on the play-based curriculum, which is characterised by tension and debate. It aims to present the literature in a simplified and accessible way, suggesting it can...

Two teachers research the documentation, continuity and complexity of key competencies in their combined new entrant, Year 1 and Year 2 classroom. They wanted to find ways to make the continuity...

It is with great pleasure that we write an introduction to this special issue of the Early Childhood Folio on key learning competencies across place and time. Publication of these working papers (...
