Adopting an interpretivist perspective grounded in symbolic interactionism, this article explores the types of interactional strategies used by K-5 teachers to develop social and emotional learning (SEL) with their students in Aotearoa New Zealand. A case study design was followed using interviews, audio from lesson video recordings, field notes,…

The purpose of this study was to clarify equivocal findings in the parent-involvement literature and examine novel interactions in a New Zealand context. Specifically, this study tested direct effects of school year, parent education, family structure, and child gender on parent involvement in elementary school. In addition, interactions between…

Describes the implementation and evaluation of an early intervention program, Reading Recovery, designed to help young, at-risk children become writers. Research evaluation results in New Zealand and in the United States and a case study of a five-year-old child are presented. (BB)