There is considerable evidence supporting the success of the Incredible Years Teacher (IYT) Programme. Despite this, few studies in Aotearoa New Zealand have investigated teachers' ongoing use of IYT strategies once they have completed their training. This research examined whether teachers felt they had embedded the use of IYT strategies in their…

The EU Working Group on Learning for Sustainability (LfS) is currently exploring how policy action can assist in the development and introduction of school curricula and appropriate pedagogies to improve opportunities for learning for sustainability in Europe's schools. This paper brings forward input on how learning for environmental…

This article speaks to classroom reality issues that may supersede any ideals, funding and expectations. We document a journey regarding the implementation of arts integration for six teachers in a small rural school in New Zealand. Arts Integration is a pedagogical approach to teaching and learning that employs arts activities to teach concepts…

A number of converging issues provided the impetus for 12 schools in the Western Bay of Plenty to form a support network to explore and develop play-based learning for the first years of school. This article discusses what has influenced our play-based learning approach and gains we have observed as a result. We acknowledge the challenges that…

Parent participation with learning, defined here as parental engagement, has been a particular educational policy focus in many countries in recent decades. Grounded in neoliberal education sector reforms, the relationship between parents, learning, and schools has been reframed over this period. Using a genealogical approach, this article…

This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review…

The Reggio Emilia approach is identified as a resource and inspiration in the field of early childhood education. The term 'Reggio Inspired' refers to all Reggio Emilia approach-based practices outside of Reggio Emilia, Italy. This paper presents a comprehensive study of Reggio Inspired empirical research. Results from an integrative review of the…

Family involvement, an important element of effective early childhood education programs, is crucial for children's learning processes and development. With family involvement, while families have the opportunity of participating and contributing to their children's development and learning processes schools gain unique information about…

Recent education policy analysis has revealed the standardisation of education systems and an intensified focus on learners and learning to meet the requirements of the global economy and neo-liberalism. In this paper we analyse the way that early childhood education in Aotearoa New Zealand has become increasingly entangled with school sector…

This article considers the theoretical argument of anthropologist Tim Ingold, that the denial and subsequent encasement of bare feet in footwear was a critical characteristic of the development of modern societies, in exploring three aspects of feet, footwork, and footwear in the history of the modern school. First, the material conditions of feet…

Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children's early experiences with education systems, with implications for children's relationships and engagement in both ECEC and…

To the outside observer, physical education in many primary schools, both in Aotearoa New Zealand and internationally, continues be practised in ways that students of the 1970s would recognise. The only significant change would arguably be the introduction of an increased regime of testing, and a narrower focus on physical health agendas. This is…

Writing instruction in New Zealand occurs in a context with potential for variability in curriculum and delivery. The national curriculum is broad; self governing schools are to interpret and apply as appropriate to their local context. There are no mandated tests, nor external examinations until the last three years of school. Schools report to…

School principals have unique identities that influence capacity to manage change. This New Zealand study explores professional identity in educational leadership and addresses a lesser researched area of identity transformation in longer-serving principals. Principals were asked how they perceived themselves as changing or changed as they led…

This paper reflects upon international arts education action and relative local in-action. The first half of the paper provides a brief narrative of the World Alliance for Arts Education's advocacy work and the development of the UNESCO Seoul Agenda: Goals for the development of arts education. The second half of the paper highlights a dance…