Journal article

An effective behaviour management programme must focus on the behaviour of the whole school, not just the behaviour of students. This requires refocusing on the school’s core values, using a quality schools model developed over a number of years, ideas from the literature on quality, effective schools, school improvement and excellence. The details offer guidance for school leaders interested in making a difference to how their school “behaves”.

As NZCER trials its Assessment Resource Banks for science, the patterns of student answers can help teachers to understand and address student errors and areas of difficulty. This article focuses on the ARBs for science achievement objective 3, Planet Earth and Beyond.

Fewer than 4% of primary and intermediate schools have half the 7.8% Pacific nations children. Only 2% of primary teachers are of similar background. A study of Pacific students at Wellington College of Education highlights some of the difficulties they face, and what colleges of education and tutors can do to help.

The Good Talk project investigated how to develop children’s skills more effectively in the Interpersonal Speaking and Listening Achievement Objectives in English, and in some of the Essential Skill areas, through strategies for improving group discussion. The results have useful implications for teaching. They show that children can reflect seriously on their own learning processes, through “talk about talk”. They can also engage enthusiastically with curriculum content ideas, through “talk about topic”. However, it seems to be difficult for them to do both at once.

Zoning was abolished in 1991 with the stated aim of increasing choice for parents. Ministry of Education data show a considerable shift of student populations between schools, leading towards a dual system of higher and middle decile schools for the (mostly Pakeha) middle classes, and lower decile schools for the (mostly Maori and Pacific) poorer classes. To change this, we need a system that provides real choices for families, without the damaging social and educational consequences of the present system.

CLICK!: Computers and Learning In Classrooms: K-6 is a teacher professional development resource in the effective use of technology in the primary classroom, developed by the Department of Science and Mathematics Education of the University of Melbourne, which specifically aims to support “technology leaders”. The case studies describe how primary teachers are using technology to enhance teaching and learning. Video clips show interviews with teachers addressing issues raised in the modules, case studies, and classroom situations where technology is being used effectively.

The impressive research base on co-operative learning shows that it helps teachers to raise the academic achievement of all students, as well as helping students with healthy social, psychological and cognitive development. However, many of the benefits of co-operative learning strategies are not realised because of poor or partial implementation, or infrequent use. This article outlines five basic characteristics of co-operative learning, its philosophical basis, links with the Curriuclum Framework, and how to get started.

Curriculum integration is much misunderstood. As a curriculum design and a pedagogy, it requires a commitment to power sharing when making curriculum decisions with students. When teachers negotiate curriculum with students, the learning and teaching is of direct relevance to the world of young people in diverse settings. In the hands of talented teachers, curriculum integration engages students in deep level learning which can have lasting effects on their views of the world and their views of themselves as active learners.

The author looks at definitions of and research on Attention-Deficit/Hyperactivity Disorder and outlines the main forms of intervention, both medical and educational. He describes how the principles of intervention can be applied, in the context of the school or the home.

A recent NZCER research project focused on computer use in the home and school or ECE centre by children with special needs. It provided information about how the use of computers can benefit children with special needs, the role of the family in the learning process, the importance of professional development, and the conditions which can assist these children to obtain maximum benefit from their use of computers.