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The study reported in this article trialled the effectiveness of cases as a teacher-education tool with a class of preservice history teachers. The collaborative critical analyses of cases, in a...

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.

The implementation of the National Certificate of Educational Achievement (NCEA) has posed a challenge for curriculum leaders and teachers in all learning areas. These challenges have been...

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...
