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Charles answers the following questions:
If we pre- and post-test every unit, are we overtesting?
How can we determine whether our students have progressed if we do not test every unit?
Is...

In recent years, the cries for teachers to have high expectations for all their students have been heard far and wide—yet, research in the expectancy area carried out at the whole class level has...

The implication that teachers with high expectations will improve student achievement has an appealing logic. However, whether or not the instructional practices and beliefs of teachers having high...

How well do our students learn what we set out to teach them? There are many opinions, but not enough facts. This article summarises the results of 35 years of international surveys of achievement in...

The introduction this year of the draft key competencies (paralleling the five strands of Te Whāriki) brings an exciting new development to the early childhood as well as the primary and secondary...

The introduction this year of the draft key competencies (paralleling the five strands of Te Whāriki) brings an exciting new development to the early childhood as well as the primary and secondary...

The authors argue the case for teachers to engage in and make use of research. Drawing on their experiences as consultants working in English schools they show how the "research-engaged" school can...

Much is invested in, and expected of, a New Zealand curriculum. Following curriculum developments in the 1990s, a curriculum stocktake was carried out from 2000 to 2002, to investigate issues such as...

A look at the range of assessment tools available, what they do, and how to select the most appropriate tool for your assessment needs.

Who should decide what students learn at school? I’ve grown increasingly interested in this question since becoming an educational researcher, but writing this article also reminded me of something...
