Pedagogization can be understood as an umbrella term for increased educational action. In settler-colonial contexts, the pedagogization of traditional Indigenous games has gained traction in recent years. As noted by a number of academic studies, traditional games have been used in efforts to promote cultural connectedness, inclusion, and…

This article seeks to expose the unconscious exclusion of the joy of movement in PE curriculum, using the New Zealand Curriculum (NZC) as a case study. The article discusses the joy of movement, the social construction of movement pleasure and the role of movement pleasure in the physical education setting. An analogy of the 'non-participant' is…

Teacher-student relationships are critically important for student engagement and learning. Increasingly, children with additional behavioural, physical, communication, and learning needs are supported in the classroom by teacher aides working alongside teachers. Although the teacher aide role is often described as relational, few studies have…

Truancy, a complex, unresolved educational issue in countries with compulsory attendance policies, has the potential to cause further educational inequity in times of a global COVID-19 pandemic. At the time of this study, there was a paucity of research regarding youth perspectives of truancy compared to adult perspectives. To address this gap in…

Aotearoa New Zealand is home to diverse ethnic groups. Discussions with students about their own cultural identity are important to recognise and include our diverse student communities within schools. For adolescents, developing their identity, inclusive of their culture, is fundamental at a time when these young people are striving to figure out…

This article seeks to highlight the importance of consciously implementing universal design for learning principles in practice in early childhood intervention. Universal design for learning (UDL) is based on three principles: (1) providing multiple means of engagement; (2) providing multiple means of representation; and (3) providing multiple…

This adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use the Hikairo Schema several times over, drawing on their previous experiences to inform and to develop new…

Lecture recordings are useful learning resources that can support flexible, remote and distance learning, especially during the Covid-19 pandemic. This study explored students' experiences of engaging with recorded lectures and the extent to which such engagement contributes to enhanced learning. The research involved the deployment of a…

"Wicked problems" are complex to understand and challenging to teach. Our experience of teaching about environmental concerns in Aotearoa New Zealand suggests how these concepts are taught is more important for student learning than the nature of wicked problems themselves. By offering opportunities for students to co-develop their own…

Teacher-talk is a key tool for engaging students in learning. This report examines a process whereby data was used to support teachers in reflecting on their teacher-talk. The context for the study was a small rural New Zealand area school with predominantly Maori students and staff. Emphasis was on strategies that engage, in particular, Maori…

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…

This research engaged with how secondary schools in Christchurch framed sustainability through web based interfaces. The key focus of the research was how schools are engaging students in sustainability through their web-site messaging. While some research has been done around whole-school approaches to sustainability, no research has been done…

Over the past 150 years in New Zealand, education of deaf and hearing impaired children has undergone a series of transformations. These have included shifts in the underlying philosophies and pedagogies, as well as modifications to how schools and deaf and hearing-impaired students are funded and supported. This article provides an overview of…