This article explores the nature of a continuing mismatch between curriculum reform rhetoric in science education and actual classroom practice. Lack of philosophical consensus about the nature of science (NOS); lack of appropriate curriculum guidance, classroom materials and pedagogical content knowledge for NOS teaching; teachers' personal…

The construct of school readiness that focuses on children's maturation and homogeneity of their attainment at school entry has been challenged by recent research. This research indicates that there are difficulties in assessing young children's abilities, and there are limitations to the concomitant practice of retention. These challenges have…

Examined how New Zealand teachers' expectations of low- income students' achievement changed during a 6-month professional development in literacy effort, noting how those changes were sustained over a year. Pre- and post survey and interview data highlighted changes in teachers' expectations and self-efficacy. Conditions required to achieve…

In the last 15 years, New Zealand has experienced a range of educational "reforms'' driven by a neo-liberal agenda which has insisted that the education system serve the goal of enhancing the nation's economic performance and its competitive edge through the inculcation in learners of the skills requisite to the pursuit of this goal. Fuelled…

The historical development of teacher education in New Zealand manifests several major contradictions and tensions. One if these involves two conflicting models of teacher education that have historically struggled for dominance. The first model holds teaching to be an essentially practical craft involving classroom management, whilst the second…

In this paper we explore how "ability" is currently conceptualised in physical education and with what effects for different groups of young people. We interrogate approaches to theorising ability in physical education that draw on sociological and phenomenological "foundations" together with notions of ability as…

Information related to selecting, training, and certifying outdoor leaders for high adventure pursuits, is provided by selected experts from five English-speaking nations (Great Britain, Australia, New Zealand, Canada and the United States). Patterns of differences and similarities among these nations regarding outdoor leadership components and…

Throughout Australasia, indigenous educational issues remain a subject of considerable debate. In New Zealand, Maori underachievement in education has long been a matter of widespread concern. Currently the most highly visible professional development programme now operating in New Zealand mainstream secondary schools, Te Kotahitanga claims to…

This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the development of phonological awareness; its role in literacy learning; and how it can be enhanced in…

How does one become an effective teacher? What can be done to stem high attrition rates among beginning teachers? While many teachers are left to "sink or swim" in their first year--learning by trial and error, there remain a number of outstanding examples of collaboration and collegiality in teacher induction programs. Analysis of the…

As early childhood services move up the policy agenda, so too does the early childhood workforce. Its members are recognised as the main resource for such services, and there is an increasing recognition that the work is complex and requires enhanced education. But despite this recognition, the situation in many countries--where the early…

This paper discusses issues arising from three case studies of the ways people have become tertiary teachers in a polytechnic, a wananga (Maori tertiary institution) and a university in New Zealand. Despite institutional differences, the teachers gained most of their teaching knowledge and skills on the job, learning informally and experientially,…

In 1989, New Zealand implemented a decentralized education system centered on school-based management. Outcomes of decentralization include higher workloads at the school level, more structural opportunities for parental voice, and resource discrepancies between schools in low- and high-income areas. This paper describes and analyzes the changes…

This workshop is based upon work and findings of the Learning in Science Project, a research project which investigated problems and difficulties in the teaching and learning of science. The workshop program, including activities which have been shown to impact on teacher thinking, is designed to focus attention on learning problems in classrooms,…

The document reports on a meeting of Asian social science policy experts sponsored by UNESCO. The objectives of the meeting were to review the basic elements of the social science policies of countries in Asia and Oceania, to examine the feasibility of establishing a Regional Centre for Social Science Research, and to make recommendations for…