Curriculum development – Teaching & Learning Research Initiative

Understand Me: Storied-Conversations as Afa for Strengthening Relationships, Curriculum and Pedagogies

Mā ngā korero tuku iho tātou me ō tātou ao e kitea ai, e rongongia ai, e whaiora ai.[1] E tatou te fauina i tatou ma a tatou si’osi’omaga, e ala iā tatou tala.[2] We craft ourselves and our worlds in stories. Understand Me was born out of an aspirational exploration of ways for teachers to deepen relationships with young children and families to open space for their knowledges to be valued in the everyday educational curriculum. The origin was a desire to facilitate a shift from awareness of cultural competencies to action that values family pedagogies in the learning life of the classroom. Family pedagogies are everyday ways of knowing,

Leading effective goal-setting to improve school outcomes

Introduction Our study highlights how principal leadership of goal-directed practices impacts outcomes. Over 2 years, three academics partnered with three principals and a small “project team” comprising one or more teachers, and one or more middle or senior leaders. All principals were relatively new to their schools; one had been there 2 years, and the other two had been there 12 months prior to the beginning of the project. Two schools were secondary schools (Schools A and C) serving low socioeconomic communities. The other school was a primary school (School B) serving a high socioeconomic community which was challenged by having large numbers of new immigrants—particularly from Asia—and with students with

Shifting conceptualisations of knowledge and learning in the integration of the New Zealand Curriculum in teacher education: A meta-ethnography

Introduction The Teaching and Learning Research Initiative (TLRI) project Shifting Conceptualisations of Knowledge and Learning in the Integration of the New Zealand Curriculum (NZC) in Teacher Education comprises a collection of case studies and a meta-analysis across the contributing case studies. The case studies describe individual teacher educators’ personal journeys as they engaged with ideas relating to epistemological understandings and the NZC and their reports on pedagogical initiatives and associated practitioner research that they undertook in the context of their work in initial teacher education (ITE) and teacher professional learning (TPL). These case studies are reported separately as part of the project research portfolio. The meta-analysis across these case studies is