Inquiry – Teaching & Learning Research Initiative

Critical moments from the education journeys of students in Alternative Education settings: Teacher inquiries for transformation

They don’t really see what School was like for me They only see what the Teachers see. What the teachers want Them to see. You’re only telling your own story What school was like for you That’s easy coming from me. They need to know from The experience of what We see. Not what they see. What we see. The voices of rangatahi in Alternative Education from Phase 1 focus group Introduction Every year, at least 2,000 rangatahi, aged 13 to 16, continue their learning in Alternative Education (AE) settings, disenfranchised from mainstream schooling through exclusions, multiple suspensions, or truancy. Of this population, 68% are Māori and 17% are Pasifika (Education

Inquiring minds, meaningful responses: Children’s interests, inquiries, and working theories

Introduction: Research rationale and aims In keeping with the spirit, aims, and principles of the Teaching and Learning research Initiative (TLRI) programme, the following whakataukī has guided our research project: Ma te mahi ka mohio, ma te mahi ka marama, ma te mahi ka matatau. Through practice comes knowledge, through knowledge comes understanding, through understanding comes expertise. Our project has been grounded in the realities and complexities of teaching practice, and the fundamental partnership between teachers and their families and communities. Many early childhood settings in Aotearoa New Zealand follow the advice of Te Whāriki (Ministry of Education, 1996) and use children’s interests as a source of curriculum decision making. Earlier