Journal article

Instruction can help students develop a richer understanding of estimation and a wider range of strategies.

The students in this study started with a fairly limited understanding of estimation, often equating it with rounding. They quickly developed new skills and awareness of how estimation could enrich their mathematical skills.

Explicit teaching and modelling are found to be vital among the strategies used by the teacher in this study to support her Year 5 and 6 students in developing self-regulating writing behaviours.

Reading Recovery is offered in most New Zealand schools, yet recent research shows that low-decile schools are less likely to offer it.

This article explores reasons for the lower uptake of Reading Recovery in low-decile schools, identifies some of the challenges they face in implementing it, and presents some solutions drawn from case studies of eight decile 1–4 schools selected for their effective implementation of Reading Recovery.

This companion article reports initial findings of a case study of longer learning periods in one school. It examines whether teachers perceive longer lessons to make a difference to teaching practice and whether students perceive them to improve learning opportunities

Traditionally, the beginning of the school year sees a flurry of assessment activity.  In many schools this includes the use of standardised tests such as the Progressive Achievement Tests (PATs), the Essential Skills Assessment: Information Skills (ESA:IS), and the Supplementary Tests of Achievement in Reading (STAR).