Adopting an interpretivist perspective grounded in symbolic interactionism, this article explores the types of interactional strategies used by K-5 teachers to develop social and emotional learning (SEL) with their students in Aotearoa New Zealand. A case study design was followed using interviews, audio from lesson video recordings, field notes,…

The project aimed to explore what interpreting students' written reflections reveal about the impact of Interprofessional Education (IPE) on their development as future practising professionals. Student health interpreters from the Auckland University of Technology and postgraduate Speech Science students from the University of Auckland, who were…

In their move to school, children and their family are faced with significant changes in their relationships, environment and routine. In this article, the experiences of a group of children transitioning into a new entrant (NE) school classroom from their early childhood centre (ECE) are discussed. As they began adapting to the new social and…

This book presents a wide range of international perspectives that explore the different ways the diverse forms of drama supports learning in science. It illustrates how learning science by adopting and adapting theatrical techniques can offer more inclusive ways for students to relate to scientific ideas and concepts. The theatrical processes by…

Here the authors explore everyday teaching strategies that work to implement early childhood curriculum frameworks, using published transcripts of video-recorded data of real-life teacher-child interactions in early childhood centres in Australia and New Zealand. The analysis uses a conversation analysis approach to reveal the sequences of action…

This article discusses findings from research investigating ways teachers at one early childhood centre fostered children's sense of belonging through making cultural connections with children and their families. The research is part of a University of Waikato project, funded by the Teaching and Learning Research Initiative (TLRI),…

This article reflects on a school's approach to gamifying the Royal Society Te Aparangi's First CREST Award. The article explains how CREST was reconceived as a quest using elements of live action role playing (LARP) and gamification, and the tools that were used to do this. It describes how progress was measured using a points system and the…

This report discusses the potential of games to support learning, and what innovative game-based (or "gameful") learning and teaching practices can look like in a range of New Zealand school settings. Over 2 years, we undertook fieldwork in 14 schools, interviewed 21 teachers and more than 100 students ranging from Year 3 to Year 13. We…

In this paper, a practical course for listening, speaking, reading and writing was designed using authentic video material. The aim of this paper is to offer tools to the TEFL teacher in order to design new course materials using video material. The development procedure is explained in detail, and the underpinning main theories are also…