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The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors...

The 2007 New Zealand curriculum introduced the idea of a “social inquiry” in the social studies curriculum. However, it appears that the nature and purpose of a social inquiry is still...


This article explores the effect of high-stakes assessment on the representation of epistemic knowledge in the enacted curriculum—that is, the curriculum experienced by students in the classroom....


My aim in this article is to encourage educators to deeply consider the values of justice and care in curriculum design and delivery. To support this argument I describe interviews with 12 women who...

New Zealand’s previous examination-based secondary assessment system can be viewed as encompassing cultural values presenting unfair challenges for indigenous and other nonmajority students. The...

The conceptions teachers have about assessment are assumed to influence their practices and to be consistent with the jurisdictional and policy frameworks in which they work. This paper compares two...

The introduction of a revised national curriculum for New Zealand has precipitated a subject-wide project to align requirements for high-stakes secondary school assessments (the National Certificate...

Informal formative assessment practices, which occur as part of the dialogic interactions happening in the everyday classroom, are not well understood by many teachers. The successful implementation...
