This paper reports on the illuminatory and exploratory phase of a study into how two educational systems are interconnecting content, policy, and teaching practice into science professional development (PD). New Zealand implemented a new curriculum in 2007 for full implementation in 2010, which should have altered how science was delivered in…

Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call "performativities" in this paper. While this intent is invariably played out in individualised performance…

Primary teachers in New Zealand schools are required to teach dance education as part of a balanced classroom programme. This responsibility requires that teachers have positive beliefs about their own competence and capabilities to teach dance to achieve desired outcomes for their students. This article presents qualitative findings from a…

Examines some of the reasons why early childhood practitioners in New Zealand should undertake research, and offers suggestions for getting started. Considers how, when, where, and with whom practitioners can conduct research. (JPB)

This study describes the sources of satisfaction and dissatisfaction reported by a sample of New Zealand primary school teachers. Comparison between groups of teachers suggests that the pupil intake, the adequacy of the school buildings and playground, the headteacher's age, the headteacher's responsibility for a class, and the teacher's own age…

Noting the need for additional information on the transition of children from Pacific Islands early childhood services to primary school, this exploratory study was designed to provide an account of the experiences of children, parents, and teachers, focusing on language and other aspects of children's move from Pacific Islands early childhood…

This report utilized data from one portion of a study which compared behavior of boys and girls observed in a natural environment and behavior listed by adult raters. Participants were 72 children and six teachers (all women) from two kindergartens in Hamilton, New Zealand, and a group of mothers and fathers from a third school. Two children were…