Author Dr Roseanna Bourke takes the reader on a fascinating exploration of learning: the theory, practice and young people’s take on it. What do you say to a young person who tells you her brain is an eighth full? Or to the one who says he only knows he has learned something when he receives a stamp or a sticker? This book is about how lea.. More
Today, in the face of great change, Catholic educators need to ask whether there is a gap between the vision of Catholic education handed on through tradition, and the reality of church and school life.
This book considers the implications of the Catholic vision of education for the culture and life of the .. More
The challenge: every student graduates able to think and act as a sustainable practitioner, whatever their field.
This is the goal Otago Polytechnic set itself and, as one of the main proponents, Samuel Mann became the go-to guy. Here he takes the reader on that journey and in doing so provides the framework for making sustainability a core .. More
This adaptable guide invites kaiako to rethink approaches to engaging ākonga, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use The Hikairo Schema for Primary several times over, drawing on their previous experiences to inform and to deve.. More
This adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use the Hikairo Schema several times over, drawing on their previous experiences to inform and to develop new an.. More
Sylvia Ashton-Warner, novelist and educationist, was extraordinarily famous in the 1960s. She maintained that young children best learn to read and write when they produce their own vocabulary, especially sex words – like ‘kiss’, and fear words – like ‘ghost’. Educators lauded her.
Her autobiographical nov.. More
This is an up-to-date resource written with the aim of improving the literacy of dyslexic students. The authors are experienced university teachers and researchers with expertise in literacy. In putting the book and DVD together, they consulted with other university researchers, students with dyslexia, their parents, classroom teachers and principa.. More
The journey towards becoming a teacher involves engaging with a range of theoretical and pedagogical knowledge, and fieldwork experiences. This edited collection is a response to recurring student feedback about the struggle to grasp the philosophical and political aspects of teaching and learning. For some, encountering broad open-ended questions .. More
The newest edition of Understanding NCEA is a must-read for all secondary school students and their parents.
Since the publication of the first edition in 2011, there have been some big changes to NCEA level requirements and to University Entrance.
Don’t get left in the dark.
This second edition explains in plain language just .. More
Arts integration is a pedagogical approach to teaching and learning that employs arts activities to teach concepts where the focus is on another subject area. The process of arts integration means that students are engaged in doing, making, problem-solving, working collaboratively, and enjoying a voyage of discovery. When working collaboratively th.. More
What was the real effect of the radical Tomorrow’s Schools reforms? Has New Zealand’s school system improved as a result? What changes are needed now to meet our expectations of schools? This is the definitive and compelling story of New Zealand school selfmanagement over more than two decades. Cathy Wylie explores the paths taken an.. More
"We the people", the opening phrase of the preamble of the United States Constitution, reflects what was then a revolutionary concept – that power comes from the people. It is participation by the people(s) that justifies, at least partially, the continuing exercise of governmental authority over them.
New Zealand's syste.. More
Weaving te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice (3rd edition) brings together revised and updated chapters from earlier editions, with new chapters that demonstrate the continuing significance of Te Whāriki. The book is organised around three themes: the development of Te Whāriki and its endurin.. More
This book is written for teachers of young children aged from 5 to 12 years in primary schools who want to support students’ English vocabulary. Most of these children will be native speakers of English, although the increasing cultural and linguistic diversity of our communities suggests a significant number will be from homes where other language.. More
It is relatively easy to critique the New Zealand education system and show how inequalities in the treatment of Māori students have gone on for generations, to the extent that Māori justifiably perceive the system as being inherently biased against them. It is far more difficult to explain why Māori, despite their warrior heritage, persist in seek.. More
For more than a century, New Zealand governments have periodically put the House of Representatives into “urgency”. As its name suggests, urgency is a device by which legislation can be passed in a hurry if there is a genuine need to do so. But it also serves a more generic function. Urgency is used to extend the House’s sittin.. More
Teaching students to write for impact sets them up for success across many curriculum areas.Tom Nicholson and Sue Dymock analysed research on teaching writing to identify the skills students need to write for impact. Their approach is based on a simple view of writing: it is ideas presented well. The two volumes of this book work together to explai.. More