Educational quality – Teaching & Learning Research Initiative

Data, knowledge, action: Exploring sustained shared thinking to deepen young children’s learning

Introduction and Background This TLRI project is part of a larger programme of research referred to as the Data, Knowledge, Action project. The Data, Knowledge, Action programme of research focuses on the development and use of innovative and authentic data systems to help early childhood teachers in Aotearoa New Zealand examine young children’s curriculum experiences and strengthen their teaching practice. To date the programme comprises of: a) a pilot study undertaken in 2017 to develop and trial innovative and authentic data systems to investigate children’s experiences of curriculum; b) a 18-month project funded by the Teacher Led Innovation Fund (TLIF) involving teacher-led inquiries into children’s experiences (July 2018 – December 2019;

Homebased early childhood education (family day care) – The Visiting Teacher’s role in improving Educators’ practices

Abstract This project investigated the role of Visiting Teachers (formerly called coordinators) in improving the quality of Educators’ practices, and children’s learning outcomes, in the homebased settings supervised by the Dunedin Community Childcare Association (DCCA). The Visiting Teachers in the project engaged in two action research cycles, one per year, examining how the different activities, tasks, professional development workshops and Visiting Teacher-Educator interactions enhanced educational and care practices in the homebased settings. We focused on support services within the homebased early childhood education and care setting (the Visiting Teacher as well as professional development provided by the DCCA) as international research has shown this role of Visiting Teacher is both a

Zeroing in on quality teaching: Reducing disparities by building teachers’ capacities and capabilities with respect to integrative approaches to curriculum delivery, using appropriate pedagogies

He aha te mea nui? He tangata, he tangata What is the most important thing? It is people, it is people Introduction This research project—a collaborative venture between two primary schools and Massey University—had its origins in the experience of the principal of one school She had developed and used integrated forms of curriculum delivery and associated pedagogies in other schools she had led. She believed that integrative curriculum designs positively influenced a number of key learning and teaching conditions, especially those connected with student engagement and community involvement, and that the use of integrative designs impacted positively on the achievement of students. James Beane (1997) describes the theory and practice