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Teachers engaging in “learning talk” analyse, critique and challenge their current teaching practices to find and/or create more effective ways of teaching. Using three New Zealand studies, this...

The overlaps between the requirements of good research and good practice provide both a foundation and a rationale for the development of teachers as researchers. Viviane Robinson examines some of...

The evaluation of the Numeracy Exploratory Study at Year 9 in secondary schools in 2001 showed that a programme for assessing, teaching, and reassessing numeracy was both necessary and effective for...

A substantial number of teachers working in Auckland’s poor urban primary schools are highly successful in their practice. They have an expertise that takes children to their academic and personal...

The main purpose of assessment was once its selection and grading functions. Teachers customarily marked work in order to grade it and to give a position in class. This prompted the question whether...

Earlier this year 225 primary, intermediate and secondary schools took part in a national consultation on the draft national exemplars. Schools effectively trialled the exemplars and provided...

Teachers are often asked to work in partnership with others to meet the educational needs of their students. If the partnership is to be successful, it is important that people are clear about why...

This article examines the changes that 12 primary, intermediate and secondary schools made to the way they planned and organised professional development, and evaluates the experience of four of the...

Each year, the National Education Monitoring Project (NEMP) engages teachers to work intensively with children administering a wide range of assessment tasks, and to mark children’s recorded...

A recent NZCER research project focused on computer use in the home and school or ECE centre by children with special needs. It provided information about how the use of computers can benefit...
