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This article focuses on planning as a strategy for enhancing teacher pedagogical content knowledge.

Here, the focus is on ways to build continuity, coherence, and connections in learning over time.

This article illustrates the potential of using multiple means to help express and develop ideas.

How do students understand concepts in school history curriculum and assessment documentation?
"Switched-on" history teachers tap into students' conceptual understandings, promote conversations...

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.

This article uses the story of Whakatauihuihu to help describe how the teaching of mathematics in te reo Māori (the Māori language) has developed. It begins by recounting the enthusiasm of the...

When education forsakes the middle for the ends or the beginnings, it is deadly. (Grumet, 1995, p. 17)
In her response to the question of “what is basic” to education, Madeleine Grumet argues that...

This article proposes that if we want students to care about and for the environment they need to develop an understanding of the "big picture"—that is, how the separate elements of a system interact...

Rules are presented as cultural tools that assist socialisation, yet observations revealed that young children subvert adults’ messages. A sociocultural interpretation offers teachers an alternative...

This article explores how schools might develop a curriculum and pedagogy for the understanding of thinking, rather than the knowing of thinking. It suggests viewing the understanding of thinking...
