Journal article

Education for the environment is invariably considered to be the fundamental element in education "in, about, and for" the environment. However, research from New Zealand and elsewhere suggests that too few primary and secondary school programmes actually achieve substantial outcomes for the environment.
 

Teachers are constantly urged to develop higher-level thinking skills in their students. This article describes one school's approach to developing these skills in Year 9 students in a way that is meaningful, transferable, and fun.

Road safety education for young children requires more than games, rhymes, and worksheets; it needs to be linked to everyday experiences of traffic and addressed "little and often". This article reports on the experiences of teachers and classes in the first years of school who participated in a national project to develop integrative cross-curricular, essential-skills-based road safety education.

set started in 1974 as a kit—looseleaf pages and little booklets with articles, reviews, and even
stories. set generally came out twice yearly—free for the first few issues, funded by the Department
of Education, then on a subscription basis. It covered education from preschool to tertiary level.

Findings from a collaborative research project looking at benefits from hosting international students and related concerns. Changes are recommended for practice in terms of national policy implications directed towards the Ministry of Education, Education New Zealand, and the export education industry.

Leadership coaching with a professional partner assists leaders to be reflective in action, on action and for future action, resulting in knowledgeable practice.

Three significant shifts in the focus of educational leadership are considered in this article: from generic to educational leadership, from a focus on leadership style to practice, and from a heroic to a distributed perspective. These shifts mean that educational leadership occurs at many levels in the school and requires specific educational knowledge and expertise.

How are children’s languages, identity, and confidence supported during transitions? This article describes participant research on innovative practices in transition at a Samoan-immersion early childhood "Centre of Innovation". The research investigated the relationship between learning and language continuity as children and educators make transitions from the point of entry to the centre through to beginning school. This collaborative action-research project is generating new findings on transitions.

This article gives findings from the Iceberg project—conducted with students who were bereaved when they were of school age—reviews the background to childhood bereavement, and examines how children can be supported after a death.

This New Zealand study proposes that the ethos and culture of schools can be a major protective factor in helping children to cope with violent and traumatic events. Implications for teachers are discussed.