We investigated the effectiveness and social validity of a 17-week teacher-implemented whole-class Self-Regulated Strategy Development (SRSD) story writing intervention with 6-7-year-old students in New Zealand. We used a mixed methods intervention design. In the quantitative strand, we conducted a quasi-experiment in which students either…

We administered specially-designed, free-response mathematics tasks to primary students (N = 583, ages five to 12 years old). Our focus was on whether (i) the children's responses could be reliably assessed, and (ii) the responses could provide insights into children's mathematical thinking. We used a contemporary comparative judgement technique,…

This article reports from a Teacher-led Innovation Fund project that investigated connecting practices and resources for mathematical learning between a kindergarten and the first year of school. Teachers at both sites were teacher-researchers in the 2-year project. Our results highlighted expected and unexpected aspects of connections and…

Literacy skills acquired during the first years of schooling have been recognised as the key to students' learning success. However, despite the continuing efforts by the New Zealand government and teachers there is still a large proportion of students who struggle to become literate. To address this issue the Ministry of Education funded selected…

This article discusses how children in New Zealand make meaning in their spontaneous pretend play from kindergarten (four years old) through to their first year of primary school (five years old). The findings discussed here are taken from a wider project investigating children's storytelling where 12 child participants were video recorded during…

As a facilitator of the Incredible Years for Teachers Programme (IYT), I have found that the classroom management strategies participant teachers learned during the 6-month programme period have not been embedded and sustained in their use through time. This inquiry investigated the benefits and barriers to IYT being spontaneously, consistently…

The motor and language skills, emotional and behavioural problems of 245 children were measured at school entry. Fine motor scores were significantly predicted by hyperactivity, phonetic awareness, prosocial behaviour, and the presence of medical problems. Gross motor scores were significantly predicted by the presence of medical problems. The…

Findings are presented from a two-year longitudinal study involving the "Quick60 Foundation" programme for beginning readers. This programme is a 32 week whole-class literacy curriculum that systematically and explicitly teaches key early literacy skills. End of Year 2 literacy performances of students receiving this programme during…

This document contains the fifth volume of the proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 59 research reports by presenters with last names beginning between Sac and Zaz:…