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Curriculum commentators have identified well-documented participatory pathways for key competency development. However, there is a paucity of New Zealand research that takes a poststructural view of...
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Shared learning underpins learning communities and partnerships. This article draws on case study data generated from shared perceptions of the use of inquiry pedagogy, Mantle of the Expert, applied...
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The metaphor of a feedback loop underpinned a significant curriculum change in a first year teacher-education unit. Assessment for Learning (AfL) practices such as discussing examples of previous...
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NCEA has potential for the development of assessment frameworks that enable all students to demonstrate success in learning. However, research shows that this potential is not being realised. This...
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This article deals with several problems associated with metaphors commonly used for scientific concepts associated with the topic of evolution. First, a pragmatic linguistic approach is used to...
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In recent years Learning Languages has become a learning area in its own right in the New Zealand curriculum, and there have been initiatives to facilitate more language learning in primary and...
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It is anathema for educators to describe pedagogy as having a recipe—it is tantamount to saying it is a technicist process rather than a professional one requiring active, informed decision making....
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What value do we ascribe to assessment in a climate that seems to be driven by National Standards? How do we account for individual differences in students?
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This article examines the possibilities for challenging hegemonic understandings associated with the rehabilitation of intellectually disabled offenders detained for compulsory care and...
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In this article, Yvonne, a junior school teacher, describes how she decided to explore how key competencies could be integrated into the daily programme, and assessed, without creating extra workload...
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