NZCER will continue to provide and support the PATs, ensuring they remain an option for schools across the motu. We are also developing new assessments to support the current focal points in education ...

The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape ...

Pasifika students’ cultural knowledge and practices have long had low value in New Zealand schools. It has been argued that culturally responsive teaching practice is a priority for improving the ...

The findings of a recent Teaching and Learning Research Initiative (TLRI) project. Researchers used a collaborative whakawhānaungatanga approach to explore how early childhood educators in settings ...

Online portfolios, which allow teachers, families and children to document and share children's experiences and learning, are increasingly used by New Zealand early childhood education (ECE) services.

This article describes a study that captured the voices of six Niuean boys and their views on senior secondary schooling and the pursuit of higher education in New Zealand. Their tutala give insight ...

This article argues the view that curriculum policy is an educative resource for teachers, and that this view imposes certain design considerations on policy. Foremost among these is the need to ...

Student-centred curriculum positions students firmly at the centre of their learning. The democratic teaching pedagogy underpinning this approach involves co-constructed learning with students and ...

Real improvement cannot come from anywhere other than within schools themselves. Within is a complex web of values and beliefs, norms, social and power relationships and emotions. Changing schools is ...

A critical component in the development of students' statistical thinking and reasoning is transnumerative thinking; that is, changing representations of data to engender an understanding of observed ...

The overlaps between the requirements of good research and good practice provide both a foundation and a rationale for the development of teachers as researchers. Viviane Robinson examines some of the ...