This year marks the centenary of the birth of Dr C.E. Beeby, NZCER’s first Director and later Director of Education. In paying a tribute to him on the occasion of the celebration of the first...
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Four small focus groups of adults were observed while they interacted with material related to a science-technology issue. The results shed light on some basic issues in science teaching, such as...
The main purpose of assessment was once its selection and grading functions. Teachers customarily marked work in order to grade it and to give a position in class. This prompted the question...
This article examines the changes that 12 primary, intermediate and secondary schools made to the way they planned and organised professional development, and evaluates the experience of four of...
Some of the findings from a research project that aimed to document the role that a visit to one New Zealand science and technology centre played in the educational activities of six visiting...
The review of Special Education 2000 policy highlighted the fragmentation of responsibilities and provision, which undermined the policy’s intentions to improve educational experiences and...
This year marks the centenary of the birth of Dr C.E. Beeby in 1902. Dr McDonald explores some themes from his life and career and relates his reform of education in New Zealand to aspects of her...
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set2002_2_025.pdf
set2002_2_025.pdf This article focuses on the diagnostic interview used as part of the Numeracy Development Project to assess students’ mathematical knowledge and strategies. It looks at changes in the instructions...
Research into children’s understanding of number over the last decade suggests that there are identifiable progressions in how children develop number concepts. The Early Numeracy Project included...
The evaluation of the Numeracy Exploratory Study at Year 9 in secondary schools in 2001 showed that a programme for assessing, teaching, and reassessing numeracy was both necessary and effective...
Cognitively Guided Instruction provides a basis for understanding why a child is able to solve certain problems and not able to solve others. Within a problem-solving environment, interactive...
In-class modelling of teaching practices in mathematics enables the facilitator to take an active role when working with teachers. By situating aspects of this professional development in...