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Evaluative reasoning in public-sector evaluation in Aotearoa New Zealand: How are we doing? Kaupapa Māori action research in a Whānau Ora collective: An exemplar of Māori evaluative practice and the findings Wairua and cultural values in evaluation Finding our way: Cultural competence and Pākehā evaluators Cultural fit: An important criterion for effective interventions and evaluation work Unpacking the evaluator’s toolbox: Observations on evaluation, privilege, equity and justice Editorial Editorial The emergence of evaluation as a global enterprise: Keynote at the 2015 Conference of the Aotearoa New Zealand Evaluation Association Evaluating in traumatic contexts: Considering the contextual, ethical, emotional, and political aspects Developing a thoughtful approach to evaluation: Values-driven guidelines for novice evaluators Developmental evaluation: A tool to support innovation Te Ara Hou—A new pathway for leading Māori success as Māori “Dancing with data”: Investing in capacity building for non-government organisations (NGOs) Negotiating solidarity between indigenous and transformative paradigms in evaluation Erratum What is “Evaluation Matters—He Take Tō Te Aromatawai: Online First”? Evaluation and innovation: Challenging the single narrative Next generation evaluation: Shaping better futures in Aotearoa New Zealand Accountability and development? Supporting provider-led evaluation of short-term community social-change projects Building a better ecosystem for supporting our communities and the role of evaluation Navigating "place" in evaluation design and practice Indigenous programmes and evaluation: An excluded worldview Reflecting on evaluation practice by considering an educative values-engaged approach: How would it have changed this utilisation-focused evaluation? Kaupapa Māori evaluation: A collaborative journey Editorial Mozzie bites in the morning: The UN sustainable development goals in the Pacific He awa whiria—braided rivers: Understanding the outcomes from Family Start for Māori Drawing on theoretical knowledge to build evaluation capacity Review Applying evaluative thinking to value for money: The Pakistan Sub-national Governance Programme Hiding in plain sight: On culturally responsive evaluation and LGBT communities of colour “Outside the box but kinda in the box”: Evaluating with a rural Māori community Investing in “success” as Māori and Pacific: The collaborative development of Ngā Tau Tuangahuru, a longitudinal evaluation study An experience-based perspective on the relationship between indigenous and Western epistemic systems in research Editorial Creating an evaluation culture through capacity building: A new frontier in a science organisation Evaluation for the Anthropocene: Sustainability And the truth comes limping after: Communicating quality evidence in an age of misinformation Review Evaluation for the Anthropocene: Consensus building Evaluation in tertiary education: How does evaluation contribute to organisational self-assessment Educating Gen Z in a digital world Challenges and possibilities in developing a programme-theory model through stakeholder engagement, dialogue, and reflection Evaluation for the Anthropocene: Challenges ahead and making it happen Evaluation for the Anthropocene: Introduction Evaluation for the Anthropocene: Global environmental perspectives Evaluation in a dangerous time: Reflections on 4 years in a central policy agency in the Government of Nova Scotia Editorial The overall evaluative conclusion as an element of evaluation practice Assuring our future: It’s time for action Evaluation in dynamic times: Skateboard, pushbike, or quad bike? The complexity of indigenous evaluation COVID-19 and indigenous evaluation in Zambia: My responses to the COVID-19 pandemic Crisis leadership: Evaluating our leadership approaches in the time of COVID-19 Editorial Challenge and change Transformations What can Buddhism offer evaluation? Applying Buddhist concepts in evaluation Māori whānau talk about whānau success: Findings from Round 1 of Ngā Tau Tuangahuru—the Māori and Pacific Education Initiative (MPEI) longitudinal study Survey fatigue and the tragedy of the commons: Are we undermining our evaluation practice? Whose values? Decision making in a COVID-19 emergency-management scenario Āta-kōrero: Building evaluative conversation Editorial Evaluation’s identity: Who are we, why are we here, and what does our future look like? Global challenges in securing equity and human rights: Re-envisioning the role for evaluation in the contemporary HIV/AIDS epidemic Wellbeing in the age of uncertainty Exploring what motivates evaluation capacity building in early learning services: “What are the children getting out of this?” Confronting storms, fires, and pestilence: Meaningful evaluation for a hazardous world Of time, patience, and ceremony Commentary The role of evaluation in supporting action on a hazardous world, a call for critical-systems thinking Review Barriers to and facilitators of inclusion and equity in the workplace for diverse early childhood kaiako The role of Zambian civil society in evaluation Kaupapa Māori multimethod, qualitative evaluation—the Huringa Pai Māori health initiative: To inform further Māori whānau-led developments to optimise hauora Ka mua, ka muri, ka mua, ka ako: Reflecting on the past to inform our futures From Taumarunui to Whanganui and places in between: Three challenges encountered by a Pākehā evaluator along the way Who comes first—before why even Connecting pathways in a Pasifika project Editorial Actioning the capacity of aroha through evaluative leadership Indigenous evaluation: An outsider’s perspective A conversation with Pākehā and tauiwi evaluators reflecting on their journeys and hopes for social equity- and Tiriti-based practice in Aotearoa Emerging evaluators’ reflections on the 2022 ANZEA conference Determining meaning for key competencies via assessment practices Kei tua o te pae: Assessing learning that reaches beyond the self and beyond the horizon Assessment: Complex concept and complex practice Developing a curriculum for assessment education Preparing assessment-capable teachers: What should preservice teachers know and be able to do? Assessment for learning as a participative pedagogy Adaptive help seeking: A strategy of self-regulated learners and an opportunity for interactive formative assessment Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform Māori and Pacific secondary student and parent perspectives on achievement, motivation and NCEA An analysis of the high representation of scientific and mathematical disciplines in New Zealand Scholarship Premier awards Commentary: Wanted: A formative assessment starter kit Teacher formative assessment decision making: A consideration of principles and consequences Trust, collaboration and professional learning: Assessment for learning in Scotland Assessing an assessment for learning professional development programme Rethinking large-scale assessment Commentary: Towards defining, assessing and reporting against national standards for literacy and numeracy in New Zealand An investigation into online moderation The development and trial of Māori language tools for assessing oral language from Years 1 to 3 Teachers’ conceptions of assessment: Comparing primary and secondary teachers in New Zealand The problem of enactment: The influence of teachers’ self-efficacy beliefs on their uptake and implementation of feedback-related ideas and practices Working for positive washback: The potential and challenge of the standards–curriculum alignment project for Learning Languages Reliability of individual teacher administrator practices during national monitoring assessment interviews in social studies Formative assessment in practice: Helping change what’s inside the box The challenges school administrators face in building assessment literacy Issues of culture and assessment in New Zealand education pertaining to Māori students Editorial Editorial Editorial Editorial Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning The complexities of moderating student writing in a community of practice New Zealand teachers’ overall teacher judgements (OTJs): Equivocal or unequivocal? What makes performance tasks motivating: Influences of task characteristics, gender and ethnicity Assessment of naturally occurring evidence of literacy Assessment that matters: The transformative potential of narrative assessment for students with special education needs Commentary: Directions for Assessment in New Zealand Editorial Inductive assessment approach: An open-ended and exploratory method for assessing students’ thinking competence Questioning as formative assessment: Investigating the use of the ESRU framework to guide students’ learning Exploring first-grade teachers’ use of data to inform early literacy instruction Perceptions of the effectiveness of feedback: School leaders’ perspectives ‘Tell me about your school’: Researching local responses to New Zealand’s National Standards policy Problems in developing formative assessment: A physics teacher’s lived experiences of putting the ideas into practice Reviews Reviews Editorial Iranian university students’ conceptions of assessment: Using assessment to self-improve Singaporean teachers’ views of classroom assessment: Findings from using Q-methodology Working for positive outcomes? The standards–curriculum alignment for Learning Languages, and its reception by teachers Using Rasch measurement to improve analytical marking keys Using annotations to inform an understanding of achievement standards Notes for contributors The assessment-capable teacher: Are we all on the same page? Editorial Preparing primary and early childhood initial teacher education students to use assessment in teaching Early childhood initial teacher education students’ learning about assessment Toward assessment readiness: An embedded approach in primary initial teacher education Developing an identity as a teacher-assessor: Three student teacher case studies Practise what you preach: Initial teacher education students learning about assessment Editorial Equity as family/whānau opportunities for participation in formative assessment Fairness and equity for the gifted and talented student: Exploring differentiated assessment Fair assessment as social practice Multicultural teaching in Hong Kong schools: Classroom assessment and learning motivation for ethnic minority students Aligning and sustaining meritocracy, curriculum, and assessment validity in Singapore Altered grades: A grey zone in the ethics of classroom assessment Editorial Dual modes for written assessments: Examining validity and reliability How year 12 classical studies students experience, understand, and use written feedback Processes of change when using portfolios to enhance formative assessment of writing Building teacher knowledge and skill: Getting to the heart of AfL Priorities, significance, and assessment in early childhood settings: Towards a middle way Editorial The prospects for assessment for learning in higher education in Asian settings: The case of Vietnam Examining the role of e-learning in assessment education for preservice teacher education: Challenges, potentials, and opportunities Measuring the magical: Leveraging assessment for emergent learning Historical thinking and the “boy friendly” curriculum Review: Assessing foreign language students’ spoken proficiency, by Martin East Notes for contributors How teachers of Years 4–8 students analyse, interpret and use information from the Progressive Achievement Test: Mathematics Editorial Editorial Grading policies in China: Are we assessing the learner or the learning? Grading policies in China: Are we assessing the learner or the learning? Assessment for learning practices in Japan: Three steps forward, two steps back Assessment of English language learners in New Zealand primary schools: Purposes, principles, and practices Shared understanding: Using a conceptual model to support the assessment of NCEA group composing Students’ use of online feedback in a first-year tertiary biology course Personalised feedback and annotated exemplars in the writing classroom: An experimental study in situ Investigating the use of a one-to-one technology programme on formative assessment practices in grades 7 to 9 classroom learning environments Editorial Growth in assessment practices: Teacher experiences with summative assessment when working with grades 7 to 9 students using one-to-one iPads Classroom assessment as a reciprocal practice to develop students’ agency: A social cognitive perspective Sustaining assessment for learning by valuing partnerships and networks Revitalisation, relationships, resources: Assessment 3Rs for New Zealand teachers Assessment of student teachers on practicum: Building and promoting self-regulatory practices Editorial Student perceptions of their involvement in formative assessment feedback practices: “I can do it myself” Mapping Assessment for Learning (AfL) communities in schools Teachers’ formative assessment practices: Changes after a professional-development programme, and important conditions for change Aligning assessment and learning using cultural-historical activity theory The use of standards-based grading in a project-based, STEM-focused learning context Editorial Exploring the roles of coursework and field experience in teacher candidates' assessment literacy: A focus on approaches to assessment Noticing and recognising AfL practice: Challenges and their resolution when using an observation schedule “This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools Data use in New Zealand secondary schools: Tracking, traffic lights, and triage Why aren’t teachers using formative assessment? What can be done about it? Exemplars revisited: Building primary teachers’ capability in assessment for learning Editorial Changes in the use of and reflections on formative assessment: From student teacher to beginning mathematics teacher—a case study How Chinese higher education students perceive and engage in self-assessment within the Integrated Quality Assessment (IQA) system: Threats to the validity of IQA self-assessment Teacher-driven versus student-initiated peer review: A story of differential student engagement Kaupapa Māori multimethod, qualitative evaluation—the Huringa Pai Māori health initiative: To inform further Māori whānau-led developments to optimise hauora Exploring tangled interrelationships between assessment and curriculum Assessing science capabilities in New Zealand secondary schools: Thinking required for planning to enacting Towards science assessment with an orientation to science for societal good Stop tinkering around the edges: A call for the deterritorialisation of assessment praxis in the age of Anthropocene predicaments Could the design of assessment standards be adapted to better reflect curriculum intentions? Challenges for assessing curriculum learning in initial teaching education programmes Enhancing talk with visual representations to understand children’s ideas about celestial phenomena 21st-century learning a-buzz: Integrating and assessing an arts-centred STEAM approach to learning with apsicopes (beehives) in two Aotearoa intermediate classrooms Making sense of TIMSS 2019 New Zealand Year 9 Science study: Item analysis of students’ performance Stakeholder opinions about cancelling exams in Norwegian upper secondary school during the pandemic, and its consequences—an illuminative study Effects of self-assessment on students’ evaluative skills: A convergent mixed-methods study at Samtse College of Education Examining assessment principles and practices within the online components of an initial teacher education programme in Aotearoa New Zealand Teacher education and the hidden curriculum of heteronormativity Engaging teachers in re-imagining curriculum Learning to "be" in a new century: reflections on a curriculum in transition Questions for a twenty-first century senior secondary curriculum School-based curriculum development: is it coming back into fashion? How the conception of knowledge influences our educational practices: Toward a philosophical understanding of epistemology in education Visual arts education in New Zealand: Curriculum, promise and challenge Fictionalising a future for a field: Engaging possibilities in curriculum research Grammar in the New Zealand English curriculum: Implications for primary school teachers and teacher educators The case for empathy in the history classroom Engaging with difference: Using the arts and the community to help children connect with others The status of Te Ātiawa histories of place in Port Nicholson Block (Wellington, Hutt Valley) secondary schools: Some research findings Learning to teach history in New Zealand secondary schools: Preservice teachers reflect on their practice Integrating Number and Algebra in The New Zealand Curriculum: Implications for teaching Is Asia represented in New Zealand secondary school curricula? Thinking and curriculum Curriculum matters for all students? Understanding curriculum from the perspectives of disabled students and teacher aides The location and dislocation of Pacific knowledge and experience in New Zealand social studies (1997–2007) Initial teacher education programmes in transition: Tensions and possibilities Book review: Teaching Secondary School Mathematics and Statistics: Evidence-based Practice, R. Averill and R. Harvey (Eds.) The New Zealand Curriculum and preservice teacher education: Public document, private perceptions Educating for ethical know-how: Curriculum in a culture of participation and complicity Ontological centring and education Engaging curriculum for the middle years Curriculum integration in secondary schools Thinking in hypertext: Interrupting the mindset of schooling Communicating, thinking, and tools: Exploring two of the key competencies Learning additional languages in New Zealand’s schools: The potential and challenge of the new curriculum area Caught in between: How the scientific management of education in New Zealand made history history Using narrative inquiry to explore mathematics curriculum Montessori mathematics in early childhood education Planning and developing a social studies programme: a case for “serious talk” in the syndicate Grab that kite! Teaching mathematics in te reo Māori Negotiating spirituality in teacher education Subjunctive spaces of curriculum: on the importance of eccentric knowledge The spectre of the literary curriculum The untold story of assessment Epistemological voyaging: thinking about a Māori-centric curriculum Towards a new technological literacy: curriculum development with a difference Leadership in technology education Signalling shifts in meaning: the experience of social studies curriculum design Literacy and the achievement gap Key competencies: a new way forward or more of the same? The literary curriculum and the denial of backgrounds A thinking curriculum Listening to student voice Mathematics education in the English and French contexts and the implications for New Zealand of a “Europeanised” curriculum Conceptions of curriculum: A framework for understanding New Zealand’s curriculum framework and teachers’ opinions Once were curriculum developers The draft New Zealand Curriculum Looking back, looking forward: three decades of early childhood curriculum development in Aotearoa New Zealand New times: the place of literacies and English in the curriculum Citizenship education: does it have a place in the curriculum? Transnumerative thinking: finding and telling stories within data Towards an ethically-oriented curriculum: resisting the growth of instrumentalism Who cares? Student's values and the mathematics curriculum Attempting to capture the intangible: spirituality in state education Curriculum integration in the junior secondary school Key competencies in the New Zealand curriculum: development through consultation Editorial: Crisis, curriculum and citizenship Mathematics curriculum change: Parliamentary discussion over the past two decades Culturally responsive pedagogies in the visual and performing arts: Exemplars, missed opportunities and challenges Disturbing history's identity in the New Zealand curriculum to free up historical thinking The recursive elaboration of key competencies as agents of curriculum change Mathematics and The New Zealand Curriculum in the primary classroom The co-opting of hauora into curricula Social sciences in the New Zealand curriculum: Mixed messages Are we there yet? Stagnation in entrepreneurship teaching practice 10 years on Teaching and learning fractions: Lessons from alternative example spaces Understanding the lines in the sand: Diversity, its discourses and building a responsive education system Trickle-down effects: How have developments in senior secondary school social studies shaped practice in junior secondary social studies? Editorial: Why curriculum matters to me Editorial: What matters in the curriculum? Editorial: Half empty or half full? Editorial: Curriculum options: Being, knowing, and exploring Editorial: Curriculum: What, how and for whom? Editorial: Knowledge and the curriculum Editorial: Curriculum change and teacher resistance Aligning curriculum and assessment-divergent approaches in the framing of knowledge “Same, same but different”: The dangers of binary definitions of dis/ability in the neoliberal marketplace of early childhood education and care Primary school visual arts education: Teachers’ perspectives Dusky maiden—noble savage: Pasifika representation in the NCEA drama classroom Physical education and citizenship: More than just the creation of the “personally responsible” body? Expansive learning: Multicurricular pedagogy and holistic development through a music-centred programme Working towards a motivational pedagogy for school programmes in additional languages A four-stage framework for assessing statistical literacy Service-learning as a responsive and engaging curriculum: A higher education institution’s response to natural disaster Book reviews Editorial: Making sense of curriculum Curriculum shockwaves? Geography, science, and the Canterbury earthquakes The challenges of the diverse media landscape when learning about current events in the social studies classroom Identity struggles: Korean stories on transitioning to secondary school from primary school Social sciences and the key competencies: A practitioner reflects Relevant, useful, and meaningful learning opportunities in science using Building Science Concepts Navigating and noticing: Preservice teachers’ journeys in planning mathematics programmes The tightening noose: Scientific management and early childhood education Policy and practice in New Zealand primary mathematics: Listening to two teachers’ stories about the impact of education policy on their classroom programmes Challenging hegemonic understandings in compulsory risk management and rehabilitation of intellectually disabled offenders through curriculum design Book review Notes to contributors Editorial: Curriculum Matters 10 years on: A window on curriculum Agentic subjectivities and key competencies Music teachers talking: Views on secondary school curriculum content Reframing, refocusing, and revitalising: The inclusion of identity in the New Zealand curriculum A review of New Zealand’s EOTC policy and curriculum: Changing meanings about safety Starting the conversation: Student transition from secondary to academic literacy Special section editorial: Metaphors and metaphorical understanding Metaphors as boundary objects in preservice primary teacher mathematics education Special Section in Curriculum Matters 2016—Call for Expressions of Interest Notes to contributors Using an extended food metaphor to explain concepts about pedagogy Linguistic threats associated with metaphors about evolution Space, relationships and performativity: Using metaphor to reflect on teaching Learning through feedback loop metaphors A bridge over troubling waters in education: The complexity of a “students as co-researchers” project Teachers’ metaphors of literacy: Do we need new metaphors? Editorial—Future-oriented learning, innovative learning environments and curriculum: What’s the buzz? Examining resources for and about social justice in senior social studies Beyond the gate: Community arts participation enhances teaching and learning The visual arts as a learning tool within an early childhood setting Has health education in the New Zealand curriculum “come of age”? Teachers, Curious Minds, and science education Science capabilities for a functional understanding of the nature of science Learning about writing: A consideration of the recently revised asTTle: Writing Can written reporting against New Zealand’s National Standards fulfil the mandate of creating a robust, learning-focused, home–school partnership? Special section Curriculum Matters 2017: Call for expressions of interest Editorial: Curriculum research for the public good The future just happened: Lessons for 21st-century learning from the secondary school music classroom An equitable curriculum for a digital age Joining in the dance: What can be learned from high self-efficacy teachers about teaching dance? Influences on self-worth: Students’ and teachers’ perspectives Biomechanics, the health and physical education curriculum and Confucius? Considerations for teaching, learning and assessment Enhancing parental involvement in student learning Intrepid journeys in social studies curriculum development: Critical reflections and insights of a New Zealand educator Call for articles: Curriculum developments—looking back, looking forward Curriculum developments: Looking back, looking forward (Editorial) Te Marautanga o Aotearoa: History of a national Māori curriculum Te Whāriki a mat for “all” to stand: The weaving of Pasifika voices Health education in The New Zealand Curriculum: A matter of policy Towards a systems view of science education in New Zealand Building epistemic thinking through disciplinary inquiry: Contrasting lessons from history and biology A matter of choice: Controversial histories, citizenship, and the challenge of a high-autonomy curriculum Searching the New Zealand curriculum landscape for clarity and coherence: Some tensions in Mathematics and Statistics Editorial: Curriculum research and “glocal” potential Shadow education as an emerging focus in worldwide curriculum studies How “tight/loose” curriculum dynamics impact the treatment of knowledge in two national contexts Under-recognised, underused, and undervalued: School libraries and librarians in New Zealand secondary school curriculum planning and delivery Accurate histories, critical curriculum: A conversation with Tamsin Hanly Second-language learning and teaching: When lived experience and second-language acquisition knowledge collide Political indoctrination through myth building: The New Zealand School Journal at the time of World War 1 Locating inequality in the New Zealand curriculum What do flexible learning spaces mean for curriculum organisation in secondary schools? Can culturally responsive policies improve Māori achievement? Teacher and librarian perspectives on information literacy, and the secondary-school library’s relationship to information literacy in the classroom Global citizenship education—diverse perspectives: Introduction Global citizenship education: Definitions and debates He raraunga o te ao—Global citizenship: A Māori perspective A Pasifika perspective on global citizenship education Global citizenship education as education for social justice Global citizenship education and youth political engagement Editorial: Policy shifts and curriculum effects Editorial - Curriculum matters in an extraordinary year Disrupting the paradigm: “Children need to learn how to learn” The English Language Learning Progressions (ELLP): Challenge or opportunity? Using online citizen science to develop students’ science capabilities Identifying the missing link between shadow education and academic success: Features of private supplementary tutoring in South Korea Editorial Four- and five-year-old children’s views and perceptions related to their teachers’ expectations Learning in and from primary schools: Teaching Aotearoa New Zealand’s histories at Years 1 to 6 What is English? Understanding how subject English is framed in The New Zealand Curriculum Audience and purpose: Secondary English teachers and the social vision in The New Zealand Curriculum Testing the relationships between teachers’ curriculum-design orientations and their underlying educational philosophies A narrative approach to understand Korean teacher agency in the context of the recent Innovation School model Editorial Korean students’ transnational literacy and social networks in a business college Benefits of poetry: An argument for making poetry a required course for EFL literature majors An evidence-based approach to secondary school science: Online citizen science and the science capabilities Safety in schools during COVID-19, and its implications for democratic education Intentionally supporting and extending young children’s learning about and through the visual arts: Suggestions and strategies for early childhood education teachers Editorial Technology, freedom of expression, identity and inclusion: Fresh perspectives—Introduction Diversity, inclusion, hate speech and minority communities Setting the scene: A room with a view Being a migrant in Aotearoa New Zealand: Freedom of expression and racism Preparing the next generation of learners The power of stories and being a storyteller Historical representations and Singapore students’ ideas about the nature and purpose of history learning Digital citizenship education in the Aotearoa New Zealand curriculum: Developing speculative DCE Creating continuity through literacy experiences at Wilton Playcentre Investigating multiple literacies: Wadestown Kindergarten COI Report back on the first NZCER national survey of early childhood education services: 2003–2004 Dust under the whāriki: Embracing the messiness of curriculum Learning scientific knowledge from and with others Can I play? Children’s participation strategies in early childhood settings To intervene, or not to intervene, that is the question Exploring games of chase in the early childhood curriculum Matching parents’ efforts: How teachers can resist heteronormativity in early education settings Being “sociocultural” in early childhood education practice in Aotearoa Te Kākano (the seed): Growing rich mathematics in ECE settings Seeing things differently: Student teachers and the arts in early childhood settings Collaborating with children and whānau in assessment for learning Unravelling children’s “freedom of choice” Food for thought: Breastfeeding and early childhood education services Forms, lists, and messages: Young children writing Teachers researching young children’s working theories Independence and risk in early childhood settings: Providing opportunities for discussion “The silent voice of the camera?" Young children and photography as a tool for listening Getting beyond the “what” and the “how”: Problematising pedagogy in early childhood education Noise and at-risk children in early childhood education centres Book review—Doing Educational Research: A Practitioner’s Guide to Getting Started, by Carol Mutch Becoming ecologically sustainable in early childhood education Developing leadership through blended action learning Advocating for infants’ rights in early childhood education Finding our way: Interpreting Reggio in a New Zealand context Settling infants and toddlers into early care and education Sameness-as-fairness: Early childhood professionals negotiating multiculturalism in childcare Young children’s learning in early education settings and at home: Mothers’ understandings Spotlight on family day care: A window into home-based pedagogy Theory, Context, and Practice: Exploring the curriculum decision-making of early childhood teachers Transitions Within the Centre & to School: Research at a Samoan-language immersion centre An integrative curriculum approach to road safety education The role of arapū in reversing language shift in kōhanga reo Designerly Thinking: Locating technology education within the early childhood curriculum Supporting the transition from early childhood education to school: Insights from one Centre of Innovation project ICT and the greatest technology: A teacher’s mind Strengthening responsive and reciprocal relationships in a whānau tangata centre Finding out about children’s literacies in family contexts: Vignettes from Wadestown Kindergarten Distributed leadership: Utilising everyone’s strengths “But who are the parents?” Examining heteronormative discourses in New Zealand government early childhood reports and policy Kaupapa Māori assessment: A journey of meaning making Spotlight on leadership: An interview with Professor Viviane Robinson Book review—Politics in the Playground: The World of Early Childhood in New Zealand (second edition), by Helen May “Even when we’re big we’ll still be friends”: Working theories in children’s learning Ripples of action: Strengthening environmental competency in an early childhood centre Young children breaking the rules: a sociocultural interpretation The electric teacher: Philosophical pathways to being an empowered early childhood educator Narrative activity: mediating the complexities in learning Children’s interest in media-inspired play and teacher reactions: Resistance in the playground “Relationships and interactions”: a research project on Supporting Parents Alongside Children’s Education (SPACE) programme in a Playcentre On our best behaviour: Lesbian-parented families in early childhood education The development of mathematical language in a young child: A pilot study Participatory-research methods with young children: experiences from the field Subject knowledge enhances the documentation of young children’s mathematical learning “If you don’t know her, she can’t talk”: Noticing the tensions between deficit discourses and inclusive early childhood education What is it about the monkey bars? Documenting for inclusion: How do we create an inclusive environment for all children? Thinking skills in the early years: A literature review Spotlight on children’s issues: an interview with Anne Smith How do home-based co-ordinators support educators to notice, recognise, and respond to children’s learning? Spotlight on ICT in early childhood education: An interview with Ann Hatherly New forms of an old art—children’s storytelling and ICT Redefining professionalism in early childhood practice: a ground-up approach. Views from teachers in care and education settings Children and disability in early childhood education: “special” or inclusive education? Enacting a whakawhanaungatanga approach in early childhood education Learning Dispositions and Key Competencies: a new curriculum continuity across the sectors? Continuity of Learning: adding funds of knowledge from the home environment Aspiring to quality—culturally constructed Comment Te tuangi (the clam): A metaphor for teaching, learning and the key competencies "Stone Crazy": A space where intentional teachers and intentional learners meet Assessment of key competencies, literacy and numeracy: Can these be combined? Relating to others: Three layers of knowing Reshaping the learning disposition domains: Rethinking the language for infants and toddlers Co-constructed pathways of learning: A case study Avoiding “Magical” Thinking in Children: The Case for Teachers’ Science Subject Knowledge Theoretical approaches to transition This is school…where people come to learn for school: What children need to know when they start school Noise in early childhood centres and effects on the children and their teachers Shifts in Thinking through a Teachers’ Network What’s Important In Early Years Education? Some messages from research ICT in Pre-School Settings: Benign Addition or Playroom Revolution? Book review; Weaving Te Whāriki Quality improvement in early childhood services in New Zealand using The Quality Journey resource “Don’t eat other people’s lunch”: Children’s views of starting school Using ICT To Document Children’s Learning Progression and Continuity in Early Childhood: Teachers' Theories and Classroom Practice The Fence or exploring the challenges of sociocultural assessment Inclusionary early childhood centre policy and procedures: An examination of policies and enrolment protocols The transition from kindergarten to school for children with special needs Book review. Making Sense of Early Literacy: A practitioner’s perspective Early childhood education: an enduring legacy The “child’s questions”: Programme evaluation with Te Whāriki using “Teaching Stories" Early numeracy Starting childcare: What it means for children, mothers and teachers Transition to School from Pacific Early Childhood Centres Implementing a bicultural curriculum: Some Considerations Dolls for equity: foregrounding children’s voices in learning respect and unlearning unfairness Dialogues and Projects: Extending young children’s thinking Images of Empowerment: The outdoor experiences of one-year-old children Joint attention: Learning to “know other minds” Blending Te Whāriki and the Ta`iala in early childhood education programmes for bilingual children Social Life and Learning: Peer scaffolding in a new entrant classroom Leadership in Early Childhood: The kindergarten experience MEN in early childhood teaching Who’s caring for us? Shiftworking women and childcare Parental Beliefs and Literacy Practices with kindergarten-age children "Would you like to pack away now?": Improving the quality of talk in early childhood programs Persistence when it's difficult: A disposition to learn for early childhood Emergent Literacy in Kindergartens Quality childcare: do parents choose it? The technical language children use at home Anau Ako Pasifika: A home-based early childhood project for Pacific Islands families in Aotearoa/New Zealand Good practice to best practice: Extending policies and children's minds Te kohanga reo: More than a Language Nest Ethical Quandaries for neophyte early childhood practitioners Factors impacting on children's adjustment to the first year of primary school Jean Piaget in Retrospect A Hard-headed Look at the Fruits of Play What Joyce Learnt From Her Mother What Happens When a Child Starts School? Three books and three projects reviewed Once Upon a Time, Amongst Blocks and Car Cases . . . Action Research to Enable Girls' Mathematics Learning Difficult-to-Teach Junior School Children Taking Care of Themselves: Children can do better than we think After School, and in the Holidays Family Networks: Who cares for the caregiver while the caregiver's caregiving? It Was Good Fun Getting Here, But What Do I Do Now? A Survey of those who hold the New Zealand Playcentre National Supervisors Certificate Teachers College Students Who Are Also Parents Observation: The Basic Techniques The Use of Video Recording for the Study of Young Children Who Cares for Children? The opening address to the second Early Childhood Care and Development Convention, Christchurch, August, 1979. New Optimism about Pre-school Education: Three Reports from Ypsilanti, Michigan Maternal Deprivation – Fact or Fallacy? How Many People Can a Young Child Feel Secure With? Who Doesn't Get to Pre-School in Newtown? Playgroup Ecology The Pre-School Environment Is Open Space Just Empty Space? How Important is Fantasy Play? Second Language Education of Young Children Don't Take that Dress Off James! Have we got anywhere in trying to remove sex-role stereotyping in pre-schools and junior school classes? Young Children's Ordering Behaviour Who Talks to William? and Karla, and Susan, and Michael, and ...? Adult-child interaction, particularly conversation, in early-childhood centres. Parents – the Untapped Resource in Special Education The Importance of Being Father TV and Five Year Olds: The Teacher's View. A report from the Going to School Project Pre-School Volunteers Comment Comment Comment Comment Comment Comment Comment Comment Comment Comment Comment Comment Comment Comment Editorial Chinese immigrants in New Zealand early childhood settings: Perspectives and experiences The interview: Jane Ritchie Exploring te ao Māori: The role of museums The five debates: Simplifying the contemporary play literature Looking, listening-in and making meaning: An infant's encounters at childcare Wellbeing and narrative identity Children's working theories: The neglected sibling of Te Whāriki's learning outcomes Pedagogy beyond the gate: The Ngahere Project The interview: Geraldine McDonald The early childhood–school relationship: Overcoming invisible barriers Applying a model of participation rights in home-based early childhood settings: A case study Whakapapa: Culturally valid assessment in early childhood Centre–parent communication about children’s learning Editorial Beyond “killing, screaming and being scared of insects”: Learning and teaching about biodiversity in early childhood education Comment Marie Bell Responding authentically to Pasifika children's learning and identity development Dispositional teaching in early childhood education Principled practices: Respect and reciprocity through linguistically responsive pedagogy Supporting diversity: Picture books featuring same-gender parental families Exploring ratios and group size as indicators of quality in the New Zealand and Japanese early childhood context Tōku mātauranga oranga: Making visible the learning journey from early childhood education into school Building culturally respectful learning spaces for Aboriginal children Twenty-six days with “Christa” Using autoethnography in reflective practice in early childhood education Democracy in early childhood education How information and communication technology contributes to democratic pedagogy and practices Recent policy developments and the “schoolification” of early childhood care and education in Aotearoa New Zealand Making changes or holding on: Early childhood teachers in Aotearoa New Zealand engage in identity work Questions that matter, conversations that count: Implementing critical literacy with young children Digital technologies, play, and learning Comment Comment “We know what to say—do we know what to do?” Confronting the disconnection between legislation, policy, and practices for inclusion of young children with disabilities A safe path: Giftedness in the early years Early childhood teachers’ perspectives on, and experiences of, multicultural education How might teachers enrich children’s working theories? Getting to the heart of the matter He Huarahi Aromatawai— Assessment Journeys Transforming relationships and curriculum: Visiting family homes Comment Transition portfolios: Another tool in the transition kete Communication that supports positive relationships between preschools and schools at the time of children’s transition Transition to school: A Swedish perspective Parent decision-making about early childhood education: Reducing barriers to participation Shifting realities: Immigrant teacher transitions into early childhood settings in Aotearoa New Zealand Mapping transitions POET programme interviews Comment “I want to say…”: Privileging young children’s voices in iPad-supported assessment for learning Parent, whānau, and teacher engagement through online portfolios in early childhood education Assessment for learning: A comparative study of paper-based portfolios and online ePortfolios Beyond the gate: A case study of dispositional learning from kindergarten to school Kia tau te rangimārie: Towards peace-centred, Te Whāriki-based practice How do teachers build strong relationships? A study of teaching practices to support child learning and social–emotional competence Comment E tipu e rea: Messages for early childhood practice The initiating parent voice: Placing the child at the heart of the dialogue about learning Impacts and implications of early childhood education social obligations Family composition as depicted in the New Zealand Picture Book Collection Self-review processes: Using critical discourse analysis to improve practices in early childhood education settings A pedagogy of listening Comment “You have to start with something”: Picture books to promote understandings of queer cultures, gender, and family diversity Rainbows, sameness, and other working theories about identity, language, and culture One centre’s approach to supporting cross-cultural learning and contribution Voices of playgroup: Connecting pedagogy and understandings Culturally diverse parenting: An Australian study Doing “belonging” in a Swedish preschool Comment Our voices: Culturally responsive, contextually located infant and toddler caregiving Two year olds in ECE: A policy issue for New Zealand? King Solomon and the baby: Children’s health in early childhood education Ngā reo e toru: “Trissessment”—from invitation to expectation Schema learning theory: Enhancing practice within sociocultural teaching, learning and assessment Embracing the spirit of ako: Growing partnerships between parents, early childhood educators and researchers SPECIAL ISSUE CALL FOR PAPERS—Children and childhoods: Agency, participation and contribution SPECIAL ISSUE CALL FOR PAPERS—Children and childhoods: Agency, participation and contribution Comment Anne B. Smith 1940−2016: The passing of a great friend, a great scholar and a great advocate for the rights of women and children Local issues on the global stage: Reporting on the UN Convention on the Rights of the Child Consent, assent and dissent: A case study of one child’s understanding of research He waka eke noa: A case study of active participation for a disabled child in an inclusive early childhood community of practice Childhood undergrounds: Power, resistance, secrets, objects and subversion in early childhood education Toddler agency and conversation analysis Tuākana/tēina agency in early childhood education Comment Mathematics in early childhood: Nourishing and nurturing Te Kakano Beyond activities: Exploring real questions for deeper understandings of children’s interests Leading from a distance: Adopting a heterarchy for building leadership capacity How do teachers support children’s social–emotional competence? Strategies for teachers Young children’s creativity in natural outdoor settings Learning English as an additional language in early childhood settings: How do educators support young children? Comment Pedagogical intentions: Enacting a “refreshed” bicultural curriculum positioned at the crossroads of colonial relations, biocultural education, and critical literacy A fantastical journey: Re-imagining Te Whāriki Refreshing our work with infants and toddlers: Mantras from theory and research into practice Exploring new approaches to pathways from early childhood education to school Little boxes, rambling houses, and children’s agency Creating a rich curriculum through intentional teaching Comment The influence of Frozen: Young children, performative gender, and popular culture Pedagogical strategies that support young children’s civic action: An example from Aotearoa Pedagogical dialogues with 2 year olds in “preschool” settings: What do they look like? Using puppets to support children’s prosocial thinking and action: “What would we tell Pig and Frog to do?” Children in branches: Navigating the complexity of tree climbing in early childhood education Early childhood teacher health and wellbeing: Rights, risks, and implications Special Issue: Call for Papers Beyond teacher/parent separation: Questioning the 100% qualified teacher policy What do they do all day? Exploring the complexity of early childhood teachers’ work Who am I as an early childhood teacher? Who would I like to be? Sooner, rather than later: Addressing leadership development in ECE—A response to the 2019–29 Strategic Plan for Early Learning The brave and the foolhardy: Excursions in early childhood contexts in Aotearoa New Zealand Children’s rights and the draft Strategic Plan for Early Learning: Where are the children? People, places and things: Implications for New Zealand’s Strategic Plan for Early Learning Comment The promise of Te Whāriki (2017): Insights into teachers’ and leaders’ perspectives on teaching, learning and assessment of literacy in the revised curriculum Understanding ableism: A teaching and learning tool for early childhood education practitioners An "open letter to teachers" A collaborative approach to transitions in Dannevirke Understanding the motivation of associate teachers in early childhood education Professionalism in early childhood teaching: A posthumanist perspective Comment Negotiating wellbeing and belonging in an early childhood centre: What children’s conflicts can teach us Facebook: A place to build relationships and to collaboratively support each family’s journey to school Mana whenua / Belonging through assessment: A kōhanga reo perspective Treasure boxes: A strategy for encouraging belonging Fostering belonging through cultural connections: Perspectives from parents Whenuatanga: Our places in the world Comment Building a data culture to enhance quality teaching and learning Language strategies for “Early Childhood Education”? Newspeak and He Taonga te Tamaiti Purposeful problem-solving practices in Te Kākano “But I had it first!” Young children, possession, and social problem solving Space speaks: A portrait of an early childhood centre and the affordances provided by the learning environment A research portrait of Greerton Early Learning Centre: Infant and Toddler Centre, Emmett Street, Greerton, Tauranga Voices from the field: Insights into the mental wellbeing of early childhood leaders Comment A sensory landscape of place as an invitation to belonging in early childhood settings Democratic practice in early childhood education: A world of possibilities for the young child A conversation about preservice teacher professional identities within initial teacher education spaces and places The impact of noise in early childhood settings: A New Zealand perspective Working with others: An investigation of early childhood education and care centre relationships with external organisations Working theories: Current understandings and future directions Comment Supporting toddlers as competent story navigators across home and early childhood contexts Visionary women: Sustaining the language and culture in Samoan early childhood centres Japanese children’s experiences in New Zealand early childhood education settings Provoking opportunities for science in early childhood education Exploring the positive discipline practices of parents of children aged 1–5 years in Aotearoa New Zealand Barriers to and facilitators of inclusion and equity in the workplace for diverse early childhood kaiako Supporting language, culture and identity using Pacific picturebooks Comment Te Puna Pukapuka Pikitia: Picturebooks as a medium for supporting development of te reo rangatira with kindergarten whānau An examination of factors related to the co-construction of pedagogical documentation in early learning settings Recognising young children as mathematicians: Connecting mathematical concepts to practices, pedagogy, and play Insights into Indian immigrant children’s and parents’ experiences of New Zealand early childhood education Understanding disability as socially and culturally constructed – what does this mean for inclusive early childhood education? Teachers’ views of young children’s citizenship in Aotearoa: Discourses and power complexities Young children co-constructing stories with teachers Oobleck, cloud dough, popcorn and volcanoes: Supporting scientific learning through intentional teaching Weaving in data knowledge about sustained shared thinking enhances early childhood education practice Responding to the pandemic: Changing the assessments in early childhood practicum placements by strengthening voice and agency Comment Comment Connecting and communicating: Story interactions in the early years Making sense of Te Whāriki a te Kōhanga Reo through toi Māori: A whānau approach Promoting kaitiakitanga using picturebooks A space for critique: Opening up the world with young children, through the possibilities of critical pedagogy “I need energy to make my brain work”: Supporting children, teachers and whānau through the KidsCan ECE programme Looking through a spiritual lens to shape inclusive practices for children with additional learning needs Comment Understanding Middle Eastern parents’ expectations for their children’s early education in New Zealand: Early childhood teachers’ perspectives Finding ourselves: E hoki koe ki ō maunga kia purea koe e ngā hau a Tāwhirimātea From the shallows to the deep—connecting to Mauao with head and heart “I think my knowledge of intentional teaching is coming from those around me ...”: Intentional teaching and Te Whāriki Including autistic children in mainstream early childhood and care settings: What teachers do Hidden stories of our landscapes: Walking and mapping the land with children Deliberate acts of virtual communication: Cellphones as a tool to enhance student learning and engagement Learning through moderation: Minding our language ICT in support of science teaching and learning: Teaching landforms and erosion Teachers as learners: Developing a community of learners through inquiry Reflections on being “labelled” by National Standards “21st century thinking”: Hornby High School’s journey so far What do student teachers learn from their students? Revised PAT: Listening Comprehension Teaching young people to learn to swim Can we improve our school governance? A possible future? Senior secondary education in the year 2030 Alternative education today Building students' research expertise: history as a case study Developing the teachers we need for the schools we want Dusting off the Teacher's Manuals Early experiences of longer learning periods at Alfriston College Effective use of Reading Recovery in low-decile schools Empowering students to become self-regulating writers: THE JOURNEY OF ONE CLASS Estimation exposed FAQs about the new PAT: Reading tests Five questions worth asking about self-regulated learning Formative assessment and the ARB website Frequently asked questions about assessment Getting our heads around percentiles A hitchhiker's guide to reliability A hitchhiker's guide to validity Home–school partnerships. What are they really? How students interpret poetry: findings from Assessment Resource Banks trials "I know something about forces." Self-regulated learning during science investigations in a junior classroom If "research" is the answer, what was the question? Information literacy and student research Longer learning periods for the secondary school day: What does research say? Making school-driven innovations happen Making sense of measurement scales OPENING UP A NEW WORLD: Reluctant readers' use of The Game and other stories Reflecting on mathematics journals: The kaleidoscope effect Self-regulated learning in mathematics classes Some musings about the links between formative assessment and the development of key competencies Starting out in teaching: Surviving or thriving as a new teacher Students' experiences of "researching" in different subjects Taking the first step from secondary school Thinking about the "big picture": how can school science contribute? Thinking about the key competencies in the light of the intention to foster lifelong learning Too much testing? Finding the signal amongst the noise Understanding the unknown: Looking at algebraic thinking—number properties Virtual classrooms: Lessons for teaching and learning in the 21st century What's happening with the Assessment Resource Banks? Which assessment tool? Who wants to play "Careers"? New research into young people's priorities and the future of careers guidance The "something more" in key competencies Literacy teaching and learning for the 21st century: Bridging the theory to practice gap Primary visual art teaching: Supporting teacher confidence Possibilities for summative assessment in social studies Proclaiming the good news: Samoan children, church literacy and comprehension National Standards: Thinking wider about sources of evidence NCEA subject choices in mid–low-decile schools: What schools and parents need to know about the university pathway Students and NCEA course choices and allocations Reaching disengaged students through media skills Thinking in science—What might progress look like? Sustaining improvements in student achievement: Myth or reality? Explicit teaching of social skills: Does it lead to behaviour change? To find or to fix: Effective teacher response to error in early literacy learning ICT in primary science: Insights from the TELA evaluation “Talk about Books”: Investigating a junior primary oral language programme Going beyond achievement: Spreading our assessment net wider Engaging whānau with children's science learning Getting off to a good start: Employment status and beginning teachers Using focus groups to support conceptual development in social studies "You can try sound brainy": The use of process drama to engage Pasifika boys From "student voice" to "youth–adult partnership" How well do your students understand fractions? Developing statistical literacy with Year 9 students Can test results help us make Overall Teacher Judgements? Supporting students' additive thinking: The use of equal additions for subtraction Spotlight on improving educational outcomes: an interview with Stuart McNaughton Supporting the transition from early childhood education to school: Insights from one Centre of Innovation project Spotlight on children's issues: an interview with Anne Smith Bullying on the bus: prevalence and prevention Beyond the school gate: provisions for gifted and talented students Can drama enhance visual-art making? RĀPP: tape-assisted reading to support students' literacy in Māori in two bilingual schools First language literacy skill transfer in a second language learning environment: STRATEGIES FOR BILITERACY "How many sounds in ox?" A survey of linguistic knowledge that teachers might need to teach reading and spelling effectively Address at the launch of The Hidden Lives of Learners, by Graham Nuthall The power of student voice Students' perspectives on teacher questioning in the secondary classroom Literacy, cultural diversity, and home–school partnerships Spotlight on literacy: An interview with Professor Tom Nicholson Reading-related language abilities: Māori children “at promise” Play, prey or “sexploration”? Understanding and responding to sexual actions by children at primary school NZCER: Building on a 75-year story Let it rip—Patero at its best! Enabling students to lead the way: Healthy lifestyles and healthy futures Viewing schools as a health and wellbeing system: Does this fit with the revised curriculum? History students voice their thinking: An opening for professional conversations Changing the assessment focus in science Spotlight on effective teaching: An interview with John Hattie Lessons from Sweden: Male teachers in the primary school Fractions: Partitioning and the part-whole concept A burning issue: What is the impact of school fires? Challenges for science education The Te Kotahitanga Effective Teaching Profile Connecting science teachers with their Māori students: Linking one school’s tuata with forest ecology Te Pikinga ki Runga: Raising Possibilities Mathematics and Māori-medium education: Learners’ perspectives Hitting the roof: Understanding ceiling effects Spotlight on leadership: An interview with Professor Viviane Robinson Abusive and inappropriate sexual behaviour among Years 7 and 8 students: A survey of teachers Surviving teaching: Learning from Japanese native-speaker teachers Understanding and responding to the tensions between deficit discourses and inclusive education An unexpected breakthrough for rapid reading improvement: AVAILLL uses movies so students read it, see it and get it The Powerful Learning Process Embracing the power of texting: Eliminating playground noncompliance and aggression Exploring the use of an interactive whiteboard in a primary science classroom Opportunities and challenges in technology-rich classrooms: Using the Scratch software Assessment development at NZCER in 2009 Spotlight on the culture of the classroom: An interview with Mere Berryman Realising Māori student capability: An alternative approach to supporting students to maximize their potential Supporting the development of a positive school culture Basic facts: Start with strategies, move on to memorisation Do they get the picture? Feedback in primary classrooms The active construction of curricula: Primary teachers' perspectives Developing teaching knowledge in primary technology Making connections in the teaching and learning of science and technology More than talk and writing: Exploring the multimodal nature of classroom interactions Jumping to conclusions: Making too much of one response Spotlight on learning pathways: An interview with Margaret Carr “Proud to be Kiwi”: How we created a play from no prewritten script for a formal production Putting the Nature of Science strand into the water cycle Student-centred curriculum integration and The New Zealand Curriculum “Students First” and nurturing networks: Visualising positive futures for New Zealand secondary students School council research: Student researchers help inform spending decisions Paying attention to detail: Getting readers to think small so they can think big Improving students’ writing: The impact of teacher knowledge and student-focused practice Asian students in New Zealand classrooms: Their perceptions of supports and barriers to reading achievement How can the needs of advanced bilingual learners be met in primary schools? Raising students’ literacy achievements in secondary school: Findings from teacher–researcher partnerships Assessment Resource Banks and the new curriculum FAQs about the new PAT:Reading tests (reprinted with corrections) Spotlight on assessment: an interview with Terry Crooks Influences on Pasifika students' achievement in literacy Teaching for Scholarship success Students think history and teachers learn Effective bicultural leadership: A way to restore harmony at school and avoid suspension What principals want in a "male role model" Integrated use of ICT in primary schools: A case study of a high-decile school Move over teacher: sharing control of learning with our students using a transformative approach through education for sustainability Fast horses, slow cows: Context and mathematical tasks Pupils' views of the curriculum: are you 'in the know'? "If they don't care, then I won't": The importance of caring about our students' mathematics learning Does numeracy = mathematics? Extending guided reading with critical literacy Great expectations: Academic and social outcomes for students Great expectations: Pedagogical beliefs and instructional practices Acquiring the mathematics register in classrooms Phonological awareness: Investigating the phonological awareness knowledge of New Zealand primary schools' educators Hand-hygiene facilities and food-safety education: A survey of New Zealand schools Multiple perspectives on a withdrawal programme for students gifted in mathematics Missing the point: REPORTING ON STUDENT ACHIEVEMENT TO KOREAN PARENTS AT ONE NEW ZEALAND HIGH SCHOOL What's wrong with school improvement? LEARNING DISPOSITIONS and KEY COMPETENCIES: a new curriculum continuity across the sectors? CONTINUITY OF LEARNING: adding funds of knowledge from the home environment Strengthening written language—a cluster approach FISHING WITH THE NEW NET ... transfer of students’ information-literacy skills between the secondary and tertiary environments How well do our students achieve? A summary of 35 years of international comparisons What makes for successful integrated use of ICT in a low-decile primary school? Behaviour intervention: a pilot programme Students take the lead: moving towards student-led conferences How I feel about maths at school—accessing children's understandings through their drawings Who should decide the curriculum? Planning your research project Professional development through teacher enquiry Male teachers in primary schools Text-bullying: is it related to relational or verbal aggression? Beginning teaching: stress, satisfaction and resilience Experiential learning in the context of educating for a sustainable future: is it an appropriate pedagogy for shifting teachers' thinking and engaging learners? What do Year 8 students know and understand about New Zealand society? Findings from a NEMP probe study Multiple intelligences: fashionable or foundational? Inquiry-based curriculum integration in the secondary school INFORMATION LITERACY and evidence-based practice Helping students to use metacognition What factors promote and support Pasifika students in reading and writing? LITERACY TEACHING AND LEARNING DURING THE SECONDARY YEARS: Establishing a pathway for success to NCEA and beyond Illustrating quality social studies learning: Cases from the exemplar project SMART START WITH PMP: Implementation, management, and evaluation Evidence of phonological-based word identification deficits among children with reading difficulties Teaching gifted and talented students in all classrooms: Research-based questions and answers “Do we get our say?” Negotiating the curriculum with students at risk Developing young children’s creativity: What can we learn from research? Theatre and open-ended play in the early years: Combining to promote opportunities for creativity Teaching and Educational Research in New Zealand: Directions, dilemmas, and dangers Mathematics word problems and Year 12 students Addressing mathematical promise Home–school partnerships in mathematics education What do pupils think about ICT? Writing with a word processor Māori students in science and mathematics: Junior programmes in secondary schools Students reading together: A modified reciprocal teaching approach Environmental education in New Zealand schools: Challenges for sustainability "I feel I belong here": The culture and ethos of inclusive schools Young people and bereavement Transitions within the centre & to school: Research at a Samoan-language immersion centre New understandings of educational leadership LEADERSHIP LEARNING THROUGH COACHING Selling our education: Income and cultural diversity or disadvantaging domestic students? Celebrating 30 years: Highlights & history An integrative curriculum approach to road safety education Future thinking: One school's experience of teaching thinking strategies "In, about, and for": Exploring the foundations of environmental education Environmental education in New Zealand schools: Characteristics and achievements Let's ask: "Is the content important to our students?" The decline in jumping standards Find the moral Influences on gifted students' motivation: Fostering healthy hearts & minds Learning social and co-operative skills in Year 1 classrooms Chinese-speaking students' perceptions of learning science in English in New Zealand "I was born with a few disabilities—this does not stop me from trying my best and I give most things a go." Inclusion from the perspectives of students with disabilities News and Views - mainly for parents, whānau, and caregivers School Reports: “Praising With Faint Damns” Environmental education: Roots in the past, visions of the future, opportunities in the present Theoretical approaches to transition Effective Reading Programmes in the Junior School: How some schools produce high literacy levels at Year 3 HIGHLIGHTING CHILDREN'S AWARENESS OF THEIR TEXTS THROUGH TALK New ways of thinking about raising boys' achievement Celebrating a Continuing Service Learners and Outcomes: Where did all the children go? Moving from the One-off: Supporting progression in technology "Put your finger on your nose if you are proud of your technology!" Technology in the new entrant classroom Putting Students at the Centre: Developing effective learners in primary technology classrooms Assessment in Technology is not a Written Language Exercise Can we keep it? Yes we can!: A summary of the Books in Homes programme evaluation Children’s notions of commutativity: Do we need more than “turn-arounds”? National consultation on exemplars: What difference does it make for teachers? “Here there is no boss”: Alternatives to the lone(ly) principal You can’t investigate in a vacuum Write to Spell in Primary Classrooms What’s news in education? Peer influences on learning Partnerships: Accomplishing important work together The importance of the teacher/student relationship for Māori and Pasifika students This is school…where people come to learn for school: What children need to know when they start school Environmental education for secondary students Catching the Knowledge Wave? The Knowledge Society: what does it mean for education? The Band-Aid Strip Young children’s understanding of volume Teacher feedback to students in numeracy lessons: Are students getting good value? The meaning of “equals” KANOHI KI TE KANOHI: Establishing partnerships between schools and Māori communities Do pupils with learning difficulties need teaching strategies that are different from those used with other pupils? Curriculum Framing SCHOOL ENTRY ASSESSMENT TASKS: Why do teachers use them – or not? Exercising Teachers’ Choice of NEMP Tasks: Bringing assessment resources into the classroom ARBs in the ASSESSMENT MIX Formative assessment and the professional development of teachers: Are we focusing on what is important? What tools and strategies do teachers use to assess Years 5, 7, and 9 students in English and mathematics? How useful do teachers find the tools and strategies they use for assessing English and mathematics at Years 5, 7, and 9? Environmental education in Otago primary schools: EDUCATION for the ENVIRONMENT? asTTle: An Early Exploration of New Technology for Teachers “Don’t eat other people’s lunch”: Children’s views of starting school Whole class INTERACTIVE TEACHING Listening to read: Further research on the tape assisted reading programme (TARP) Teachers as researchers: A professional necessity? Teacher talk to improve teaching practices Using achievement information to raise student achievement Inclusion: What happened after Special Education 2000? Reporting to parents When schooldays are over, what sense of science lingers? Marking and feedback PROFESSIONAL DEVELOPMENT: What makes it work? Building a “vocabulary of experiences”: Supporting children’s learning in science centres Meeting individual educational needs: Legal identification, or systemic support? Dr CE Beeby and the quality of education Making judgments about children’s numeracy strategies How high should we aim? An examination of progress in the Early Numeracy Project Do Year 9 students need help with fractions and multiplying? Developing numeracy through Cognitively Guided Instruction What do teachers get out of in-class modelling? Kaiako Toa: Highly successful teachers in low decile schools School size and achievement of primary and intermediate students Students with disabilities and their parents talk about friendships and relationships at school Reading across the curriculum: Secondary school students talk about themselves as readers Teachers’ talk helps learning: The quality learning circle approach Toward a knowledgeable society? Levels-based assessment of writing: Scoring guides from the Assessment Resource Banks “Writing sux!” Boys and writing: What’s the problem? The effective teaching of writing Paired writing: Helping beginning writers get started Student interest in science: Analysis of data from the Assessment Resource Banks Transition to school from Pacific Early Childhood Centres NEMP experiences: Teachers talk about lessons learned and changes to their assessment practices Enhancing student learning in technology through enhancing teacher formative interactions Attitudes of primary school Australian Aboriginal children to their linguistic codes Educating students in the middle: Getting it right with or without middle schools Troubled transition: How to ensure that educational transition points do not interrupt student learning Team teaching in the middle school: Critical factors for success Curriculum delivery for Years 7 to 10 Word processors: drafting, crafting, or presentation tools? Students’ use of computers for writing in two primary schools Ngā Kete Kōrero: A framework for assigning levels of difficulty to existing and new Māori reading resources Drama as a framework for the development of literacy Making the most of testing: An examination of different assessment formats Essential Skills Assessments: Information Skills. How well can students read between the lines? Schools' learning journeys: Evaluating a new approach to professional development in literacy at Viscount School Schools' learning journeys: Reporting to parents at Nga Iwi School Schools' learning journeys: Progressive Achievement Testing at Southern Cross Middle School Schools' learning journeys: Evaluating a literacy intervention at Dawson Road Primary School Schools doing it for themselves: Successful professional development Student ‘belief effects’ in remedial reading: Stories from six severely reading disabled adolescents Gender, ethnicity and literacy acquisition by age six Curiosity kits: The impact of non-fiction book bags on boys’ reading at home The perceived impact of the technology curriculum Difference and desire: Dividing classrooms by ethnicity Report card for integrated learning systems (SuccessMaker): Is there evidence of improved literacy and numeracy outcomes? The serious limitations of ‘learning style’ Guided reading for beginning readers: Do the guidelines work? Supporting curriculum learning and language learning with an ESOL learner in a mainstream class School culture Teacher perceptions of the use and value of formative assessment in secondary English programmes Words matter: Thinking and talking about writing in the classroom All keyed up: The use of computers, at home and at school, by children with special needs Attention-Deficit/Hyperactivity Disorder (AD/HD): Clues and strategies for coping at school Curriculum integration: what it is and is not Co-operative learning: What it has to offer New Zealand teachers Introducing CLICK!: Computers and Learning in Classrooms: K-6 Roll change and the removal of zoning, 1991-1998 Good talk in the classroom: a collaborative classroom research project Pacific nations students in primary teacher training: Investigating their learning needs Diagnosing misconceptions in science: Understanding Planet Earth and Beyond The behaving school Listening to culture: Maori principles and practices applied to support classroom management “Girls, just be sensible! Boys, come out from under the table!” Initial encounters in the classroom An ecological approach to understanding behaviour: Comprehensive and culturally appropriate strategies towards student success Bullying in schools: Issues for New Zealand teachers Kaupapa Maori messages for the mainstream Boys’ educational underachievement: An overview of some developments in Britain The transition from kindergarten to school for children with special needs A cultural audit for teachers: Looking out for Maori learners with special needs Dot, slash, cross: How assessment can drive teachers to ticking instead of teaching Information skills: How well can New Zealand students find information? School entry assessment: Implementation issues Group assessment: Exploring the influence of the gender composition of the group Diagnosing misconceptions in mathematics: Using the Assessment Resource Banks to remedy student errors Future teachers' perceptions of Australian indigenous people "The whole you is the principal: therefore understand yourself" Teachers working in isolation? Enhancing professional conversations Behaviour and violence How good schools function: Exploring the processes within value-added schools in New Zealand Multiage grouping in Victorian schools: Does it make a difference? When will social studies become more "social" and less "studies"? Thinking mathematically: Problem solving, sense-making, and communicating Difficulties with decimals and using everyday knowledge to overcome them Integrating values education into the mathematics classroom Mapping literacy achievement: The 1996 Australian National School English Literacy Survey What do students know in science? Analysis of data from the Assessment Resource Banks Information skills: Their impact on learning Creating a culture of respect: A state secondary school's journey Developing emotional intelligence in the classroom The value of Keeping Ourselves Safe, The views of intermediate school students and their parents Social life and learning: Peer scaffolding in a new entrant classroom Playground politics: Social interactions of children with disabilities in regular and special school playgrounds An enigma in our schools: Students who are academically talented and learning-disabled Parents' and teachers' perception of gifted provision Education vouchers: The research evidence Principals working with principals: Keeping education at the centre of practice Reading recovery: A case study Achieving literacy for the hardest-to-teach: A third chance to learn The acquisition of numeracy Encountering interactive television: A pilot study of the introduction of a new educational technology in Victorian schools Middle schooling — a challenge for policy and curriculum: Findings of the National Middle Schooling Project Report "School effects", "value added" and all that... Conflict resolution at Mackay State High School: Ongoing case study Aiming for Student Achievement: How teachers can understand and better meet the needs of Pacific Island and Maori students "A lot of 'em get so shamed": Koori students, risks, shame, and the classroom curriculum Whole-language teachers and phonics: Not "do they?" but "how much is enough?" Promoting Māori language through reading and interactive tasks Teachers need help: Primary music education in Australia Food technology Promoting number sense rather than number skills Politics, civics curricula, and decision making in schools: Can schools change student cynicism? Responses to questions teachers and administrators frequently ask about inclusive school programmes "Good" teaching and learning: A matter of perception? Learning technologies teacher capabilities: A framework for professional development D.A.R.E. to scrutinise Self-esteem and self-talk enhancement in upper primary school children Entrepreneurship: Inadequate Perceptions Of The Educator's Role Placing and pacing in Beginning School Mathematics Problem solving In Mathematics Task demands and instructional support in mathematics: Influences on strategic learning behaviours of secondary students Intervention in Mathematics What makes for an effective literacy learning activity? Seven Years of Observation and Analysis Teaching HSC English: The culture of uncertainty Māori education in mainstream schools Factors impacting on children's adjustment to the first year of primary school Adult-child relationships in early childhood programmes Giving voice to young children Professional practice in education: Research and issues What's the Point? Changes in students' beliefs about academic work in transition from primary school to secondary school The gender differential in reading: Are boys failing the system or is the system failing boys? Children's understanding of probability concepts: Some ideas for the classroom "Key" competencies for all students? Australian teachers' views and practices A Study of "effective" departments in secondary schools in the United Kingdom Change & the New Zealand primary school curriculum Helping left-handed children Computer immersion in a grade 5/6 classroom: Key questions and management issues Using student and teacher perceptions to assess classroom environment Two at the top: Power sharing at Selwyn College Special Places, Special People: The hidden curriculum of school grounds Empowerment . . . through professional development Dimensions of social behaviours: Five-year-olds at school Ages and stages: A guide to class nomenclature Parents & teachers: Building bridges for the future? The Corporate Invasion of Schooling: Some implications for pupils, teachers, and education Getting It Together: Cross-cultural communication Learning in the distributed classroom A beginner's guide to the Internet Parent and teacher relationships: It's a matter of what they think of each other Effective communication in schools: Can a business model be of value in education? Involving parents in assessment: The home-school partnership in recording progress Making the transition from Year 12: The relationship between decision-making style and information gathering How young people make Career decisions What do children think about families? Home-based education: Not "does it work?" but "why does it work so well?" Visual skills for learning Book buying in school libraries: Hit or miss? The magic box Violence in schools: principals' perspectives Goals and school motivation: Aboriginal and Navajo Perspectives Spelling Instruction In Primary Schools Family Violence and Children: How schools can respond The Dynamics of support Circles The Phonic Debate Revisited Classroom Discipline: Teachers' Preferences Not The Class Novel: A different reading program Learning Styles and Learning Outcomes. Based on Kolb's Learning Style Inventory Multi-age grouping Co-operative Small Groups in Mathematics: The Perceptions and Involvement of Intermediate Students Is there a case for integrated learning systems? Play as healing Suggestions from children on how to help us behave I Would Have Told Them If They'd Asked The dynamics of information problem solving What Do Students Think "Learning" is and How Do They Do It? A cross-cultural comparison Using CD-ROM story books to encourage reading development The Group Interview: One aspect of selecting applicants for teacher education Children as Problem Solvers Why so many adolescent girls want to lose weight Focusing on Technology Education: The effect of concepts on practice Children's Response to Teachers Children's Understanding of the Superheroes Road Safety Education for Young Children: Learning or playing? Constructing adolescent bodies: Some problems for health promotion through physical education The Course Experience of Year 12 Students: Results from "Youth in Transition" The Draw-a-Scientist Test: What do young children think of science and scientists? Don't compare, complement: Making the best use of Science Centres and Museums Breaking Down The Barriers: A Health Initiative Involving School and Community Beyond Expectations: Using calculators with young children Language Revival and Reversal Learning Mathematics IN MAORI Tatari Tautoko Tauawhi: A Maori language reading tutoring programme Building Bridges to Individuals: Maxims for teaching composite classes Teaching Can Be Hazardous to Your Health Re-Placing the Arts in Education Wonderland Beyond the BLACK HOLE Measuring Print Exposure in New Zealand classrooms TRT: Title Recognition Test Assessment Strategies for the New Zealand Curriculum Framework Kindly Take Your Seats Four terms instead of three How Pupils Learn Drawing What You Know and Feel: Finding out what school beginners really think of teaching and schooling ...Some schools are more equal than others... Schools and market choice in Aotearoa, 1994 Prior Knowledge and How it Influences Classroom Learning. What does the Research tell us? Whole learning, with a hypertext computer project to help Taking science in chunks: Students' Reactions to Modular Science and Internal Assessment Task Design, Dialogue and Learning Fractions: A weeping sore in mathematics education A day at the stock market: The Role of IQ in the Transfer of Knowledge and Life-Course Outcomes Listening and Speaking: Vital parts of any second language programme Diversity (and Geometry) in a multicultural school Reading to Pre-schoolers: Models of Tutoring Activity, Fitness, Mental Health, and Mood 'Don't patronise us!' The too hard basket? Closing the gap between parents and teachers The Mathematical Needs of School Leavers Literacy on the job The Young Employed and Unemployed: Their use of spare time and their psychological well-being Restructuring Students for Restructured Work The Process of Reading Three Dozen's a Crowd A Day at the Races: IQ, expertise, and cognitive complexity Watching Oneself Teach Increasing Students' Motivation to Learn Thinking about Thinking: A training programme in problem-solving strategies Critical Thinking Women's Franchise: A Play Learning to be Intelligent or Oh Good, That Was Clever! Teaching How to Think There Will Still Be Days: Profile of a Truant Measuring the Effects of Schooling Listening: What Our Pupils Tell Us Questionable Assumptions Underlying Secondary School Classrooms Achieve is Choice! 'I've found my memory!': Reciprocal Teaching in a Primary School How Lack of Confidence in Spelling Affects Children's Written Expression The (Relatively) Constant Consonant Literacy: In Classrooms, Curriculums, Assessments and Politics Conflict and Resolution During Co-operative Learning with Computers When Aptitude and Preference Mis-match Words and Images in Print and on Screen What Principals Think of Their Beginning Teachers Educational strategies for Chronically ill students - with a special section on Chronic Fatigue Syndrome Measuring Added Value in Schools Practice 10, Theory 5. An examination of the depth of learning Gambling with maths A Matter of Survival: stress and the emergency teacher Peer Tutoring in Computer Skills Examsmanship and the Liberal Arts Content and Methods What Mathematicians Do and why it is important in the classroom Hopes and Fears of Students in Australian Schools Examining classroom talk: structure and talk in literacy lessons examined from a metacognitive perspective Wielding Power in the Classroom Going Back to School as an Adult Students-at-risk: identification and intervention: a case study Teasing and Bullying Among Young High School Students Senior school maths, university style Holes in the mind: cognitive development and cognitive deficit Rules, Rules, Rules: Our Rule-governed Behaviour and Its Implications for Teaching The Co-operative Reading Resource and How It Changed the Reading Skill of 8- and 9-Year-Olds Ready to Read in the South Pacific Teaching in a Multi-ethnic School Teaching Our Students: Adapting teaching styles to cultural and class differences Teacher Evaluation Form – Socrates The crisis in education Kindergarten Children Who Cause Concern Helping One Another Learn: discussion in junior mathematics Can I help? I'll be your friend: discussion in junior mathematics From College to ...? Asking New Zealand principals, 2 years on, about the new system of hiring beginning teachers Appraising teachers: Is There Light Without Heat? How To Single Out a School Success is not enough: differences between children & chimpanzees In the Company of Authors Thx rxxl bxxks dxbxtx xs pxxntlxss Reading But not understanding Titular Colonicity and Scholarship Revisited: Research and Scholarly Impact Memorable Text Fact + Fiction = Faction ‘Our Teachers Never Come Back After Christmas’: Teacher Satisfaction, The Community and School Improvement Senior Secondary School Courses: A Study of courses that provide diversity, involvement and success From Secondary School to Work in Japan A Great Waste of Talent Poverty and Performance Twin studies of spelling: A new look at where poor spellling comes from and what to do about it Moment-by-moment Decisions a Teacher Makes in the Classroom: A new research approach to teaching style TV and Homework Paired writing: helping beginning writers get started Evaluation of the Process of Writing Keeping ourselves safe: A personal safety curriculum examined Does the Moral Judgement Level of Teachers Really Matter? Teachers' reasoning and moral judgement when disciplining Encouraging creativity: The influence of motivation on writing poetry Poetry, Poets, and Poetry Teachers Is more of the same better? Studies of Grade Repetition and its effects at primary level Knowing your place: The Ability of Young Children to Rank Themselves for Academic Ability Out of the Frying Pan... Learning and Teaching in First Year University Biological Sciences Ten days in new entrant classrooms Designing and Evaluating Programmes for Students With Special Educational Needs in Secondary Schools Fencing In, Turning Down, Belting Up: Early Childhood Injury Prevention The Greenhouse effect: what do we, and our pupils, need to consider? Children's Attitudes to the Natural Environment Teaching Money making: School Based Enterprise in Australia; The Value of Mini-enterprises in Britain How Young Pupils' Memories Work Solving – Not Solving: Learning and Remembering Solutions to Problems Working With Children Who Have a Life-Threatening Illness Accommodating At-Risk Pupils What Do Teachers Do All Day? or, Innovation Has Its Price From Disadvantaged to Advantaged A role for Print Literacy in a Free Communications Market? Dealing with Procrastination Understanding Exemplary Teaching Parents Teaching in Schools Evaluating Learning in Mathematics Modified sports: Kiwi and Aussie: The schools' experience of the programme IQ Tests and Cultural Distance School Climate: Assessing and Improving School Environments School-Level Environment Questionnaire (SLEQ) Size, Costs, Curriculum in Secondary Schools Education and Employment Good and Bad in Prime Time TV for Kids Girls are better than Boys? Small children solve big problems Increasing Meta-learning. Part 2: Thinking Books Finding Your First Job: From College to Classroom Under New Rules Weather and Wickedness Lessons from Mrs A and Mrs P: Helping Children Understand the Formal Symbolic Language of Arithmetic Teenage Perceptions in a Still Nuclear Age: An Up-date, 1989 'I only think of the men ... I don't think of the women' Children and Superstars of Wrestling Behaviour Disordered Children Let Someone Else Deal with Them: A study of students referred to an 'Activity Centre' Diverse society: Diverse education? The Playground Jungle: Bullies, Victims and Intervention Strategies Looking Inside the Physical Education Lesson Junior School Class Size: Where are we now? What Are the Benefits of Single-sex Maths Classes? For Adolescent Eyes Only: The Use of 'Low Culture' Films in Education Increasing Meta-learning: Part 1 - Encouraging Students to Ask Questions Inflated Marks: The relationship between standard of work and mark awarded Rescaling School-based Assessments Rubrics in technology Teacher research: Are the outcomes worth the struggle? Half empty or half full? Getting the most out of professional development Connecting learners with their pasts as a way into history Creating opportunities for learning with mathematical tasks Thinking skills in the early years: A literature review Spotlight on spelling: An interview with Cedric Croft Focusing on relationships creates safety in schools Praising Māori children: getting it right Relational pedagogy and the Arts Creating opportunities through care in the mathematics classroom Report back from surveys of primary schools Infusing peer assessment into classroom programmes: Descriptions of practice Features of a positive work environment for early career teachers Partnerships with parents: Children with special education needs starting primary school Historical significance and sites of memory Using multimodal texts to build engagement and achievement in literacy An initiative to counter the “summer reading drop”: An iterative process Achieving success: The role of metacognition in secondary literacy learning What is a rich task? Imag-ining the nation: Illustration and identity in the New Zealand School Journal Editorial The challenges of graph interpretation in science The schooling experiences of Pasifika students A health promoting schools approach to bullying The SCIAnTICT project: Technology-enhanced teaching and learning of primary science "What can I do about Māori underachievement?" Critical reflections from a non-Māori participant in Te Kotahitanga Principled practice: Secondary teachers collaborate to bring a language focus to their content teaching The expressive realities of 5- and 6-year-olds in low socioeconomic schools Using metacognition to explore spelling strategies Errors in test results: The "quick guide" part 1 Editorial: set in the 21st century Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Editorial Total wellbeing: Health education for the new millennium Health Education in New Zealand: Issues, challenges, and blueprint for the future Sexuality education in New Zealand: What adolescents are being taught and what they really want to know What is real? Students' perceptions of physical education If We Change It They Will Come: Creating School Athletic Carnivals Where All Children Win Managing to teach physical education: from pre-service to in-service Testing on the net: Assessment Resource Banks in mathematics and science Computer attitudes, gender, and exploratory behaviour in preschoolers Taking the first byte: Lessons from a classroom-based IT initiative Bullyproofing our school: What do the pupils think? Walkabout in Sixth Grade "Just something that I have to do": Year 12 students talk about VCE Making a difference by managing dilemmas Ages and stages: A guide to class nomenclature - Asia Who Gets to Teach? Onside with Online Teachers' Centres: Premise or Premises? The Same Mistakes: But More Often The promotion of women in the teaching service Fifteen thousand hours: findings and implications The foundations of school testing Test evaluation sheet Learning time and teaching for mastery Beginning teachers: modern day robinson crusoes The microcomputer in school Wanted: gifted teachers for gifted kids Books: Research into the reading, buying, and borrowing of books in New Zealand The anatomy of a word list Coping with volatile situations: A guide for teachers The importance of being father How important is fantasy play? Non-verbal tests in schools Dr Fox Children's knowledge of time Slow learners, segregated, and integrated Scale for rating behavioural characteristics of superior students Improving the format of classroom tests A test is a test are tests Glossary Vertical grouping in New Zealand secondary schools The eating habits of New Zealand school children Language and behaviour The pronunciation of english in New Zealand Early childhood education in New Zealand Find the Moral Specific learning disability definitions Assessing the worth of instructional materials Family day-care Predicting and preventing child abuse Teaching styles and pupil progress: what the book says A close look at the cloze test Maternal deprivation: fact or fallacy? Is bilingualism a handicap? Second language education of young children The Australian Council for Educational Research (ACER) Structured language programmes for pre-school children Language and social class Children of working mothers School and community The development of meaning The father's role Using the essay as an assessment technique Human characteristics and school learning National children's bureau Slow learner education in New Zealand The bereaved child Children in traffic What does boarding school do to a boy? Can children make a comeback after a poor start? Gifted children : do we deserve them? Scale for rating behavioral characteristics of superior students Co-educational or single-sex schools? Research on the effects of television on children's behaviour Children at risk: multi-disciplinary research in auckland Research information and test advisory services Research briefs Research from the regions Research project file Learning through discussion: a review of research Learning through discussion The banking concept in education Teachers talk too much The lecture in teaching Techniques in small group discussion Attitudes to teaching methods The liberation of the mind Editorial Principal instructional leadership and secondary school performance Developing statistical numeracy in primary schools Integrating ethics into primary science programmes Making the most of science learning opportunities in the primary school Social studies integrity in an integrated inquiry unit Te tuangi (the clam): A metaphor for teaching, learning and the key competencies Assessment of key competencies, literacy and numeracy: Can these be combined? Co-constructed pathways of learning: A case study Globally delayed development: Developing students’ motor skills Errors in test results: The “quick guide” part 2 Falling Rolls More Time at School? New Zealand Trends in School Participation Retrenchment and Restraint in Educational Expenditure, 1880-1980 Good Spelling: The Search Goes On Jean Piaget in Retrospect Breaking the Sex-stereotyping Circle 'Well Begun is Half Done': A School Wide Project for Better Discipline Pupils on Punishment Criterion-referenced Measurement Three Dozen's a Crowd I Knew Who I Was When I Got Up This Morning: The Transitions of Adolescence What makes good software? Teachers Should Read? The Periodical Literature of the Teaching Profession: Concerns and Cures Research Information Research Briefs Research from the Regions: Sex Stereotypes in Readers and Open Planned Classrooms Schools Council Research Project File Too Great A Risk! Moral Development : 1 Lifeline: Moral Education Project Moral Development : 2 Test Information: The scope and purpose of pupil evaluation Test Information What Can Research Tell Us About Secondary School Examinations? Could Teachers Be Doing Worthwhile Research? Class Size: Big School Versus Small School Research Briefs Parental Involvement in Schools Can You Teach Hostile Students? Assessment of Spoken English An Early Wellington Kindergarten Teaching Poetry: What Kinds of Poems Do Children Like? Research Brief: Learning a Second Language Vocabulary Research Brief: Rewards and Motivation Research Brief: The Examination Game Research Brief: Team Teaching A Language for Life: The Bullock Report Corporal Punishment: Are There Effective Alternatives? A Parable for Our Times Intelligence and Intelligence Testing The Pre-School Environment: Why Are Some NZ Kindergartens So Noisy?/Is Open Space Just Empty Space?/Stand-Off And Watch Individualized Learning: An Introduction Hou are our Skools Teaching Speling? To Stream or Not to Stream? Open Plan: Who Benefits? Teaching About Drugs: Research on the Effects of Drug Education Programmes TV and Five-Year-Olds: The Teachers' View A Second Language - An Outward-looking Balance? Behaviour Modification: For Citizens and Academicians Behaviour Problems in Children Diagnostic Tests of Reading Educational Research in the South Pacific Do Primary School Children Appreciate Mathematics? The Condition of History in our Secondary Schools Research Brief: Sex Roles and Sex Differences Research Brief: The Family with a Handicapped Child Research Brief: The Effects of Family Size and Birth Order on Child Development Research Brief: Schools can help pupils? An Act to make further Provision for the Education of the People of New Zealand The New Zealand Gazette PAT: Study Skills Tests Gifted Children: The School Situation Deciding About Drugs The Aggressive Child Research Brief - Violent and Disruptive Pupils: School Vandalism Adolescent Needs in the Urban Environment Pre-School Volunteers Research Brief: Children with Spina Bifida Is Anyone Listening? The Almost Invisible Woman Research Brief: Children in Hospital Specific Learning Disability: Problems Spelling Achievement: Weighing the Research Fifth Formers: English Teachers: Poetry: New Zealand Research on The Arts in Education Going to School: A Guide for Parents Reading: Smith's Rule, McAndrew's Ploy, Bedwell's Condition United Nations Declaration of Childrens Rights FOSSIC - A Study Skills Rating Schedule Working with Pacific Island and Maori Parents TV and Reading Forms of Assessment in Secondary Schools Bilingual Education: Teaching Children in Two Languages A Suitable Case for Imitation What Do Maori Children Think of Themselves? From School to What? Research Your School's Vocational Education Effectiveness Set Index 1974 - 1978 Young People and Alcohol Reading In NZ Schools: A survey of our theory and practice Parents as Remedial Reading Tutors: A Report on the Work of the Mangere Home and School Project Putting the answer before the question: A new way of understanding reading comprehension. Teaching Television Commercials The Skills of Friendship Growing up in Great Britain Curriculum: a catalyst for change - challenges for the future Stories to Read in Class Give Them a Good Hand Writing to an Apple Copy This Teaching Left-Handers to Write Reading and Working Memory What Comes After One? Classroom Discipline The Fullstop Students at Victoria University Teachers College Students Who Are Also Parents PAT: Study Skills The Confusing World of High School Reading Drugs Demystified Training Pack Streaming Rediscovered To Stream or Not to Stream? Streaming vs Non-Streaming Legibility Assessing Attitudes to Reading: What Can Teachers Do? What to Do While Waiting for the Reading Adviser to Arrive The Decline in Jumping Standards Adult Reading Assistance Go and Look It Up Yourself New Optimism About Pre-School Education Who Cares for Children? Sources of Satisfaction Social Behaviour and Classroom Learning: Polynesian and Pakeha Teacher Stress: A Bibliography Remedial Reading at Home The Penrose Whanau Unit: A Case Study Teacher Expectations and Classroom Behaviour The Economics of Children in a Welfare State Projecting Education Expenditure How Many People Can a Young Child Feel Secure With? Small is Beautiful: Some Effects of School Size on the Behaviour of Pupils The Class Size Issue Rides Again Catering for Individual Differences Assessing Internal Assessment Whatever Happened to Programmed Learning? Assessing What They've Learned Educational English as She is Written A Guide to Class Nomenclature International Year of Disabled Persons Educational Directions For The Year 2000 Testing the Reading Comprehension of Second Language Beginners: An Integrative Approach The Psychological and Social Effects of Youth Unemployment Disruptive Pupils Playgroup Ecology A Developmental Approach to Moral Education Classroom Discussion and Questioning: Some Patterns and In-Service Effects Does Intelligence Equal Learning Ability? Teaching Practices Achievement Test Scores in Perspective Using Readability Formulas in the Classroom Young Children's Ordering Behaviour Transition from School: A Review of Research and its Relation to Policy Don't Take that Dress Off James What Happened at Hermannsburg? Changing the Curriculum: Can We Do Better? Homework in Secondary Schools Who Structures the Curriculum: Teacher or Learner? Kids Can Write the First Week of School Combining Scores Reading Words With Context and Without Parents the Untapped Resource in Special Education Childminder Study Skills: Panacea, Placebo or Promise? Learning from Print Troubled Times for Educational Testing Who Talks to William? Going to University Silencing Minorities Initial Vocabularies for Reading Learning to Cope with Failure In the Early School Years Probing Techniques From a Researcher's Notebook Jennifer Pocket Calculators Choosing a Calculator Corporal Punishment Evaluating Writing How to use Set The Ideal Family: A Study of the Views of Young Adults Brought to Mind Computer Overkill It Was Good Fun Getting Here, But What Do I Do Now? Organizing for learning Rows Versus Tables Stand By Your Desks Breaking the Sound Barrier - Classroom Noise and Learning Style Difficult-to-Teach Junior School Children Spelling Genius at Work Encouraging Writing Classroom Management Learning to Read Naturally What Do We Know About Adolescent Reading? Selecting Appropriate Work Experience Test Bias? Test Bias? A Whanau in Action The Impact of Technology on our Multicultural Community Corporal Punishment: Help for Teachers Classroom Research by New Teachers Observation: The Basic Techniques The Neuropsychology of Reading Problematic Aspects of Nuclear Education The Manager's Job What Do Children Learn From Being Read To? Investigating Race Relations in Class Home Visiting A Baseline for Sex Education Infernal Internal Assessment, Again! Management Strategies for the Multicultural Classroom Additional Qualifications: What Teachers Prefer Once Upon a Time, Amongst Blocks and Car Cases Family Violence One~Pulse Words: Short, Sweet, and to the Point What Joyce Learnt From Her Mother Teaching From a Learning Point of View lEA Written Composition Study Looking Up Peer Tutoring Peer Power Children's Views on Nuclear Issues Now for Something Completely Different . .. Ten Years of Open Plan Growing up in Great Britain New Zealand Sign Language and the Aim of Total Communication for the Deaf Signing Integration at the Chalk Face What Is It Like If It's Too Big To Grasp? Mainstreaming and the Science Teacher Lab Work The Child at Play TV Talk Too Terse Six Weeks Writing in Two Secondary School Classrooms Staging Points in Personal Narrative Family Networks Does Remedial Maths Help? Using The SOLO Taxonomy Computers - How to Get Started Writing with a Word Processor There Are Numbers Behind the Piano Interactive Teaching Taking Care of Themselves: Children can do more than we think Teaching Sight-words Improving Tertiary Learning Now Fades the Glimmering... Good Readers Don't Guess Taking the Guesswork Out of Teaching Reading Madder, Badder, Sadder Learning and Shaping the Future Race and Education They don't eat like us No Need for 'Superteachers' How Rough is Rough and Tumble? Absent and Not Excused A School Discipline Strategy Making the Leap Between Learning and Doing Investing in Item Banks Facts About Dyslexia Computer Aid for Dyslexics Why Male Control is Increasing Are Children Being Indoctrinated? What Really Happens in the Classroom The Characteristics of Successful Schools The Tools of Your Trade: How to Manipulate them When You Are Five Years Old Reflective Thinking and School Learning What Sort of Health Education? Transition to School: The Children's Experience Different Approaches to Classroom Discipline Pupils Talk in Maths In the Playground Adjusting to School Mind Your Language Co-operative Learning Strategies for Mainstreaming/Integration Room Management in Mainstreamed/Integrated Classrooms Schools Won't Change & Schools Will Change: a commentary Vouchers Work, Jobs and Unemployment Fair Enough? New Vocabulary: How Do Children Learn New Words? Joys and Fears Step-families Teachers and Child Abuse Prevention Better Discussion Homework: A decade of research What Doesn't Work: Explaining Policies of Retention in the Early Grades Promotion, Retention and Acceleration Scientists: In and Out of School Youth's Judgements about Social and Ethical Issues Teenagers What Children Can Get Away With Classroom Discipline and the Effective Self-Management of Teacher Stress Talking to Control Subversive Record Keeping Overview of Issues in School Assessment I Must Finish This! I Taught Them, But They Didn't Learn How to Help the Wrong People Preschool Children's Learning Strategies Number Skills in Junior Classrooms Inflated Expectations, Qualifications and Job Prospects Managing Energy in Schools 'I Want My MTV' - Studying Music Videos in the Classroom Young Smokers: Rebellion, Conformity and Imitation Children's Use of the Resources Families Provide 'Engineers Don't Carry Handbags'?! Crossing the Divide: Transition from Primary to Secondary School Learning and Teaching Writing The 'Seville" Statement on Violence The Deep Structure of Schooling What's Keeping Them Back?! Will It Hurt? Teaching in Maori, or Pitjantjatjara Teach Learning Strategies Predicting Individual Development 'A' for Accept; 'R' for Reject - The Alphabet for Selecting and Promoting Teachers Participation in Education Pattern Notes: A New Learning Strategy The Female Athlete Unlocking The Great Secret: Writing Reveals Thinking The Psychology of Intergroup Discrimination Dealing With Conflict: Mediation Programmes in Schools The Information Quest: A look at children as information seekers Owning Your Own Writing On Being Insane in Sane Places Exploratory Studies in Educational Computing Beginning to Learn Fractions Teaching Economics Using the Media as a Resource Networking Style: How Principals Manage Curriculum Change He Kupu nā ngā Ētita - Editorial Marae ā-kura: Tracing the birth of marae in schools Critical issues for whānau in English-medium schools Identity Matters: Racial-ethnic identity and Māori students Culturally responsive leadership: How one principal in an urban primary school responded successfully to Māori student achievement Mehemea ka moemoeā tātou, ka taea e tātou Gifted and talented Integrating culturally responsive teaching and learning pedagogy in line with Ka Hikitia Aromatawai reo ā-waha: Oral Māori-language assessment tools Leading inquiry at a teacher level: It’s all about mentorship On teaching reading and being a reader Student inquiry and curriculum integration: Shared origins and points of difference (Part A) Implementing curriculum integration: Three easy lessons from past practice Inquiry learning, drama and curriculum integration Implementing values in the New Zealand curriculum: Four years on Respect in teaching and learning mathematics: Professionals who know, listen to and work with students “How can we teach them when they won’t listen?”: How teacher beliefs about Pasifika values and Pasifika ways of learning affect student behaviour and achievement The Travellers programme: A way of supporting young people to manage their wellbeing Purpose-based writing National Monitoring Study of Student Achievement: Wānangatia te putanga tauira Student-centred curriculum integration in action: "I was wondering if you could tell me how much one meat patty and one sausage costs?" Editorial Editorial Student inquiry and curriculum integration: Ways of learning for the 21st century? (Part B) Exploring whole-school approaches to education for sustainability “You’ll feel fat and no one will want to marry you”: Responding to children’s ideas about health Using ICT to develop knowledge-building communities in subject English and the arts Students’ understanding and searching of the Internet Improving learning opportunities: Why schools can’t do it on their own Like minds learning well together: Improving academic, social, and emotional outcomes for gifted students Access and opportunity: Student perceptions of dual and early enrolment at university Checking the STAR norms Student ethnicity Editorial Teacher perspectives on place-responsive outdoor education Transitioning from talking democratically, to thinking democratically and acting democratically: Exploring student-centred approaches to curriculum implementation The challenge and value of learning and teaching in the arts Student management systems in secondary schools The benefits of collaborative Content Representation (CoRe) design with experts for early career secondary teachers in science and technology How do teachers use picture books to draw on the cultural and linguistic diversity in their classrooms? English-language learners and the Progressive Achievement Test: Mathematics English-language learners and validity Accelerating writing achievement Editorial Are they ready to teach? Judging student teachers’ practice Implementing e-network-supported inquiry learning in science What is a social inquiry? Crafting questions that lead to deeper knowledge about society and citizenship In their wor[l]ds: Embarking on appreciative inquiry to enhance student learning Children’s views about geometry tasks in Māori-medium schools: Meeting Ngā Whanaketanga Rumaki Māori pāngarau (National Standards in mathematics) Successful transitions from early intervention to school-age special-education services Competencies or capabilities: What’s in a name? Teaching as inquiry and the Hawthorne effect PAT: Punctuation and Grammar—a new resource to support literacy Editorial An interview with Keri Facer Reo and mātauranga Māori revitalisation: Learning visions for the future “Ah the serenity ...”: Absurd ideas about educational futures Sharpening New Zealand’s future focus: A scenaric stance Transforming New Zealand schools as knowledge-building communities: From theory to practice Rethinking subject English for the knowledge age “The problem with the future is that it keeps turning into the present”: Preparing your students for their critically multiliterate future today Four images of the future Copiers do not collaborate A librarian’s take on the future of learning Book review Editorial Inviting innovation: Leading meaningful change in schools What makes it science? Primary teacher practices that support learning about science “A degree of latitude”: Thinking historically and making holistic judgements about internally assessed NCEA course work The shortage of students studying languages for NCEA Level 3 “It means everything doesn’t it?” Interpretations of Māori students achieving and enjoying educational success “as Māori” Creating a new pathway for learning using education for sustainability Valuing assessment Assessment for learning, online tasks, and the new Assessment Resource Banks Early warning systems in schools: Tracking and monitoring students’ progress using NCEA achievement data Using selected NCEA standards to profile senior students’ subject-area literacy Editorial Te reo Māori in classrooms: Current policy, future practice Classroom interaction and language learning: English-language-learner vignettes Language and learning about linear scale: Talking the walk Primary students’ perceptions of good teachers New identity stories: An alternative to suspension and exclusion from school How we care for students: Pastoral care and the role of the dean Developing learning partnerships through Mantle of the Expert at NCEA Drama Level 2 Developing historical empathy: Showing progress Computer-administered vs paper-and-pencil tests: Is there a difference? Editorial Let’s talk about literacy: Preparing students for the transition to tertiary learning The successful inclusion of pregnant and mothering students in New Zealand schools Science Engagement Survey: A new tool for primary science Solving summer slide: Strategies and suggestions Connecting like-minded learners through flexible grouping Pasifika Transformers—more than meets the eye Investing in the pretend: A drama inquiry process to support learning about the nature of science Curriculum integration in New Zealand secondary schools: Lessons learned from four “early adopter” schools “Let’s all hold hands and cross the line together!”: Competition and gifted learners A new era for PAT: Mathematics —Online, interactive, and adaptive Editorial Transitions from early childhood education to primary school: An interview with Sally Peters Fostering peer learning during the transition to school Leading change with digital technologies in education Snapshots from the field: Transforming outdoor education in the primary school Towards a culturally responsive and place-conscious theory of history teaching Using multiplication and division contexts with young children to develop part–whole thinking How ambitious is “ambitious mathematics teaching”? Editorial “Every teacher has to come on board for our Māori students” He wero mō ngā kaiarahi wāhanga ako—the challenge for curriculum leaders Improving engagement and achievement for Year 11 Māori and Pasifika students Developing collaborative connections between schools and Māori communities English-medium schools engaging whānau: Building relationships, creating spaces Reconsidering home learning in the digital learning environment: The perspectives of parents, students, and teachers Engagement with learning Student portfolios: Do they have a purpose? Does National Standards reporting help parents to understand their children’s learning? Editorial Computational thinking is more about humans than computers Planning and implementing coding in the junior classroom for competency and thinking-skill development Developing science capabilities through drama: Learning about the nature of science through a guided drama–science inquiry process Moving ahead with the idea of science capabilities: What are teachers doing, seeing, and saying? Teacher inquiry through impact projects: One school’s journey Engaging student voice in teachers’ inquiries Blue sky high Timely and urgent Rediscovering the ARBs Editorial Designing curriculum literacies Teacher experiences of a school-based mindfulness programme Special education costs in New Zealand: What are direct family members paying? Assessment capability for New Zealand teachers and students: Challenging but possible Portfolios that improve your teaching practice and career prospects Acts of learning worth learning from Creating collaborative effectiveness: One school’s approach Teaching as inquiry in an appraisal context Assessing students’ maths self-efficacy and achievement Editorial Whose citizenship anyway? Māori cultural citizenship education Planning for critically informed, active citizenship: Lessons from social-studies classrooms Advancing young citizens’ political literacy through social-sciences curricula Critical literacy in support of critical-citizenship education in social studies Making the most of citizenship learning across cultural institutions Improving political literacy by design: Voter advice applications for young New Zealanders Active citizenship for a sustainable future: Beyond school learning Just get out of their way! Enabling young Kiwis to make a difference Inspiring young people to connect with and contribute to their city UN Youth New Zealand: Civics education outside the traditional classroom context The next step in the journey Ask Away Civic and citizenship education: Experiences from the classroom Education through Parliament The Electoral Commission and schools What is “Set: Research Information for Teachers Online First”? Editorial Ka Whānau mai te Reo: Supporting whānau reo Māori development during educational transitions Exploring the knowledge and development of academic English vocabulary of students in New Zealand secondary schools Collaborative literacy practice at secondary level A summer reading programme What does an effective teacher of writing do that makes a difference to student achievement? Learning Languages in schools: Making a difference through reflection on practice On or off screen: Reading in a digital age Editorial Children researching their own experiences: Lessons from the Canterbury earthquakes School leadership in a post-disaster setting What encourages and constrains parent participation on boards of trustees of low-decile primary schools? Teacher transition between year levels: An argument for professional learning Constructivism: Clearing up the confusion between a theory of learning and “constructing” knowledge Video and vā: Caring for relationality in Pasifika education Listening to and learning from Pacific families: The art of building home–school relationships at secondary level to support achievement Family knowledge and practices useful in Tongan boys’ education The National Monitoring Study of Student Achievement: Wānangatia te Putanga Tauira Untangling constructivism, knowledge, and knowledge-building for “future-oriented” teaching Editorial Twice-exceptional learners in New Zealand schools: Teacher perspectives Proving that proof has a place in the primary classroom An innovative approach to assessing more complex outcomes of learning Activities to support rich learning: Assessing progression in social studies Teaching literacy in a time of environmental crisis Māori literacies: Ecological perspectives More than words: Culturally and environmentally responsive literacies in The Arts “I fear Kiribati will be gone forever”: Exploring eco-literacy in one Social Sciences classroom Locating eco-critical literacy in secondary English A return to assessment for learning: Back to the future Editorial Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective “I can’t wait to get to maths”: Ako in mathematics teaching and learning How can a makerspace in the school setting support increased motivation, engagement, and achievement for Pasifika and Māori learners? Guided reading: Being mindful of the reading processing of new entrants in Aotearoa New Zealand primary schools Supporting teacher agency when planning and implementing inclusive classroom programmes New directions in sexuality and relationships education Editorial The development of markers of personalisation—harnessing the power of digital technologies “Most time I can’t understand”: Lessons from Chinese international students at risk of not achieving Developing mathematical inquiry communities: Enacting culturally responsive, culturally sustaining, ambitious mathematics teaching Using collaborative inquiry to examine equity-linked problems of practice Pedagogical scaffolding: Resourcing children’s amazing capacity to learn and uptake language The who, what, when, where, and why of SOLO taxonomy Exciting innovations for assessment in Aotearoa New Zealand Researching game-based learning practices in Aotearoa New Zealand Editorial Conversations between a teacher and game designer: Redesigning a teaching game about Māori–Pākehā histories Participatory game design as education for sustainability: Lessons from a Japanese university campus Playification of the curriculum: Learnings from collaborative classroom research Play: A secondary concern? Examining the teacher’s role in play-based learning: One teacher’s perspective Play-based learning in an Aotearoa New Zealand classroom: Child, parent, teacher and school leader perspectives Play-based learning: Questions and invitations from early childhood education Writing authentically through play A regional network to develop play-based learning A quest for gameful practice: Edu-LARP and First CREST Play, games and culture: How games transformed my pedagogical practice Sound Bytes—Integrating music and digital technologies through game development Games: The social tools handed down by our tūpuna Making a difference: Agents of change through curriculum integration T-shaped literacy skills: An emerging research-practice hypothesis for literacy instruction A fairer assessment of the reading level of English language learners Making the invisible visible: The importance of disciplinary literacy practice in secondary classrooms The effect of individual teachers’ content knowledge on the identification of gifted students Le Tuiga: Samoan constructs of giftedness and talent within a Samoan bilingual educational context Teaching about resilience, mental health, and hauora Assessing and building wellbeing Pōwhiri: A ritual of encounter framework for engaging with whānau Working towards wellbeing Editorial Editorial A uniquely Aotearoa-informed approach to evaluating information using the Rauru Whakarare Evaluation Framework Socio-scientific issues in primary schools Learning mathematics together in a newly established innovative learning environment Warming up the Treaty—Whakamahanatia te Tiriti Developing student agency through motivationally anchored instruction Thinking critically about PISA It Worked! Supporting robust data analysis in a CoL Editorial R*E*S*P*E*C*T: A value vital for Pasifika learners Through my brown eyes: Niuean school boys’ experiences in two New Zealand secondary schools Changing the conversation (Toe fetu’una’i manatunatuga): Exploring and utilising the attributes that are culturally embedded in Pacific students to improve their learning experiences in the classroom Jade Speaks Up: Developing teachers’ confidence with drama conventions to enhance health education learning Inquiring about values: Enhancing consultation through critical research ethics Deliberate acts of language learning: A support for teachers and learners of te reo Māori Approaching classroom assessment after the NCEA review Computational thinking in primary mathematics Deliberate acts of language learning: A support for teachers and learners of te reo Māori Jade Speaks up A uniquely Aotearoa-informed approach to evaluating information using the Rauru Whakarare Evaluation Framework Working towards wellbeing Teaching about resilience, mental health, and hauora Play: A secondary concern? Play, games and culture: How games transformed my pedagogical practice Games: The social tools handed down by our tūpuna The development of markers of personalisation—harnessing the power of digital technologies The who, what, when, where, and why of SOLO taxonomy Using collaborative inquiry to examine equity-linked problems of practice Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective Teacher experiences of a school-based mindfulness programme Computational thinking is more about humans than computers Planning and implementing coding in the junior classroom for competency and thinking-skill development Children researching their own experiences: Lessons from the Canterbury earthquakes School leadership in a post-disaster setting On or off screen: Reading in a digital age Editorial Making learning visible in Health and Physical Education: Teachers’ stories Using pūrākau as a pedagogical strategy to explore Māori cultural identities Developing science capabilities for citizenship through participation in online citizen science (OCS) projects Reflections on a 20-year statistics education research journey, 1999–2019 On being data detectives: Developing novice statisticians using the statistical enquiry cycle Teacher inquiry in a Māori-medium modern learning environment “Tu’utu’u le upega i le loloto—Cast the net into deeper waters”: Using research and practice to rethink mathematics pedagogy: Let’s dance! Puna kōrero: Learning from the parents of Māori and Pasifika students Developing insights about student learning: Lessons from the National Monitoring Study of Student Achievement Making the most of learning from home during times of crisis Making the most of learning from home during times of crisis Puna kōrero: Learning from the parents of Māori and Pasifika students Playing maths games for positive learner identities How might research on schools’ responses to earlier crises help us in the COVID-19 recovery process? How might research on schools’ responses to earlier crises help us in the COVID-19 recovery process? Opportunities to reframe moderation practices in the wake of the COVID-19 pandemic Opportunities to reframe moderation practices in the wake of the COVID-19 pandemic Editorial Goal monitoring: A crucial lever to achieve school improvement Editorial Goal monitoring: A crucial lever to achieve school improvement It's a 'we' thing: Five principles of collaborative teaching, with implications for school leadership Flourishing EOTC in Aotearoa New Zealand: Challenges and solutions Education outside the classroom: Reinforcing learning from the visit using mixed reality Teaching the New Zealand Wars: Iwi- and hapū-led histories Building the moral imperative to do better by Māori students: A Pākehā teacher’s reflection Lessons from leading through COVID-19: Secondary principals’ perspectives Editorial Climate strikes: Their value in engaging and educating secondary school students Recycling as seduction: Critiquing the practice of climate-change education from a primary classroom Envisioning a better future through interrelatedness and whanaungatanga Tackling climate-science learning through futures thinking How can New Zealand schools respond to climate change? Climate Change: Prepare Today, Live Well Tomorrow—A review Nurturing hope: From climate-change worriers to eco-warriors Social agency and ecoliteracy: Seeds of change for teacher education in uncertain climate futures Sea change: Designing curriculum for a bright and optimistic future Teaching science concepts relevant to climate change without getting lost in the complexity Editorial Kaiako and stakeholders’ perceptions about Māori partial-immersion environments’ contribution to Māori-medium education Service: A deeply meaningful value vital for Pacific learners Knowledge, agency, and curriculum integration Who loves maths? Exploring ways to foster primary-aged learners’ positive emotions during maths The challenge of teaching children mathematics through meaningful problem-solving Learning to teach from home Lessons from leading through COVID-19: Secondary principals’ perspectives Editorial -- Set no. 1 2020 -- post 2020 Level 4 Learning to teach from home Editorial See me, know me, believe in me: Reimagining Pasifika student success as Pasifika in visual arts Acts of magic: Prototyping in innovative learning environments Persuasion via gamification: Supporting positive behaviour for learning (PB4L) school-wide pedagogy Creative agency in action Building capacity for climate-change education in Aotearoa New Zealand schools Drawing and labelling: New ways of answering questions on the Assessment Resource Banks Towards ethical curriculum development: Perspectives from the interface of mātauranga Māori and Western science Editorial Strengthening teacher–librarian partnerships Teaching in superdiverse multicultural classrooms: Ideas from New Zealand secondary school teachers School leadership through COVID-19: A tale of two Auckland secondary school principals Aronuitia te reo: Insights from the National Monitoring Study of Student Achievement Place-based learning: Reflections on the value of repeated field trips Using nature sanctuaries to consider sustainable futures Editorial Ko ngā kete o te wānanga: A beginner’s guide to understanding mātauranga Māori From early childhood to the first year of school: Connecting practices for mathematics learning and teaching Planning for writing: What the results of NMSSA tell us about students’ use of planning strategies What makes a difference in writing instruction when working with priority learners: An inquiry into effective teacher practice Reading deeply: Interpreting literary texts in primary and intermediate school Online talk in a New Zealand primary-school context New assessment developments in Aotearoa Editorial The realisation of Pasifika success when schools de-silo Pacific students’ lives: “Pasifika mo Pasifika” Fijian Indian students' perceptions towards group work in New Zealand classrooms Resource teachers of learning and behaviour (RTLB) support for twice exceptional students Teachers as readers: Listening to, reading, and talking about stories – for pleasure The power of picturebooks for language and identity Key factors that influence students’ motivation to learn: Implications for teaching Thinking about assessment from an end-to-end perspective Editorial: Listen to what students say The rights of the child and what this means for teachers Recognising rangatahi as active agents in advocating for their rights to whānau ora and collective wellbeing in education Young people’s perspective of the inclusion of school-based resourcing for menstruation Young Asian students holding on to their culture: Their messages for teachers Adolescents’ experiences of identity development in schooling A political and policy intersection where success depends on all of us How Attention Deficit Hyperactivity Disorder (ADHD) influences young people’s learning Secondary students’ perceptions of their school’s disciplinary processes Addressing issues of equity: Progressive Achievement Tests (PAT) mathematics Editorial Learning is fun, or at least it should be Rongohia te Hau: Better understanding the theories underpinning cultural relationships for responsive pedagogy Te Puna Taiao: How can our outdoor spaces provide meaningful interactions for tamariki and communities? Learning from each other: A framework from the field Professional learning in mathematics Conversations about complex issues Editorial Designing bespoke professional learning and development by being purposeful and open-ended, offering space, and playing Working towards wellbeing rests on whanaungatanga and partnerships Becoming an ally: Decolonising a New Zealand classroom Fa’a Pasifika: Moving beyond culturally sustaining education Training an AI rover for Mars: Why and how? Making NCEA assessment more equitable: Can UDL principles help? Editorial Desettling science through partnership Developing student food waste literacy Primary school technology curriculum’s computational thinking Teacher perspectives of a place-responsive curriculum initiative: A case study Student leader perspectives of a place-responsive initiative Beyond quick answers: Encouraging a problem-solving mindset in assessments Tū tangata: Culturally encompassing physical activity and its impact on the mental wellbeing and academic achievement of Pacific talavou Emotional literacy: The leadership gold dust Teaching the mana model—A Māori framework for reconceptualising student success and thriving Considering the assessment landscape in 2024 Editorial Supporting Māori learners through bicultural teacher–parent partnerships using the PATI model From key competencies to science capabilities and on to enduring competencies: Tracing the trajectory of an idea Deep and connected learning through hypothetical learning trajectories Science journeys of Pacific learners: Myths and realities
