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Despite pessimistic American findings, a new Bristol University study suggests that, in certain circumstances, individual schools can make a significant contribution to their pupils'...

In recent times a lot of attention has been focused on the importance of content knowledge and pedagogical content knowledge for teachers of reading. This article presents the argument that...

A lot of emphasis is currently placed on the need for principals to be instructional leaders or leaders of learning. In the study of the instructional leadership of secondary principals reported in...


This article reports on the effectiveness of a small-scale study that focused on the on-site development and implementation of an observation and feedback cycle that enabled professional change in...

A series in which we ask a leading researcher to distil three key ideas from their work over the years.

There is bad power and good power, power that you resent and power you respect. The power a teacher can wield is examined and ways to create power that flows from admiration and regard are explained...

Quite small children recognise the problem some schools have in keeping staff. What makes for a satisfied, stable, teaching force? What can principals and administrators do?

Pasifika students’ cultural knowledge and practices have long had low value in New Zealand schools. It has been argued that culturally responsive teaching practice is a priority for improving the...

Is it possible to teach and do research at the same time? The work of a number of Christ church teachers strongly suggests that it is. In this report, John Church, Lecturer in Education at the...

Children are constantly trying to make sense of their world. Working theories—one of the key learning outcomes of Te Whāriki—are constructed, adapted, and enriched in children’s lives as...
