Primary schools – Teaching & Learning Research Initiative

Observing assessment for learning (AfL) in action: Piloting an observation schedule to inform teacher assessment learning and research

1. Introduction In New Zealand we lack valid and reliable evidence-based schedules with which to observe teachers’ assessment for learning (AfL) practices. To date, classroom assessment observation schedules have mainly been derived theoretically, used in developing countries with conditions different from New Zealand classrooms (Kanjee & Hopfenbeck, personal communications), or restricted to particular curriculum areas such as science and mathematics (Ruiz-Primo, 2017), literacy (Parr & Hawe, 2009), and writing (Parr & Gadd, 2016). Some approaches follow particular interpretations of formative assessment and AfL (used synonymously in this report), such as those developed for professional development initiatives (e.g., Wiliam & Leahy, 2015). In this project we piloted and modified an observation schedule,

Everybody Counts? Reimagining Health and Physical Education in Primary Schools

Introduction Health and Physical Education (HPE) in New Zealand primary schools has been dominated by games, sports, fitness, and illness prevention. This narrow and teacher-centred version of HPE has been “nice for some and nasty for others” (Evans & Davies, 2002, p. 17). This project draws on the shared expertise of teachers and researchers to reimagine HPE in ways that support teachers and children to have meaningful experiences, relevant to their diverse backgrounds, needs and interests. In doing so, this project offers a rare glimpse of curricular ideals enacted in practice. What we learnt together Reimagining and enacting innovative approaches to HPE curriculum and pedagogy supports children to: Be accepting of

Building bilingual pedagogical content knowledge through critical action research: a pilot study 2006

1. Introduction This Level C TLRI pilot project was conducted in 2006 at Richmond Road School (RRS), a small multicultural, multilingual school in Ponsonby/Grey Lynn, Auckland. In 2006, the school had a total roll of 350. There were 13 classes, with 15 full-time and five part-time teachers. A key feature of RRS is its long-established bilingual/multicultural education program, which is the principal point of focus of the TLRI project. RRS currently comprises three bilingual units— Māori-, Samoan-, and French-medium—as well as an English-medium area. In addition, the school has on site two Early Childhood Education (ECE) centres, one Māori-and one Samoanmedium. The school is designated as Decile 7, based on the

Great expectations: enhancing learning and strengthening teaching in primary schools with diverse student populations through action research

1. Aims, objectives and research questions Introduction This was a Teaching and Learning Research Initiative (TLRI) project, investigating school improvement through school-based action research carried out in 2004 and 2005. Researchers from the University of Waikato (and later, The University of Auckland) worked with teacherresearchers from six primary schools to explore ways of changing the classroom practices of teachers. It is now widely recognised that more detailed school and classroom research is needed to uncover the complexities of teaching and learning (Ministry of Education, 2002). Nuthall (1999) stated that one of the greatest challenges is to describe what happens when teachers, students and communities work together, in order to understand the

Enhanced teaching and learning of comprehension in Years 4-9 in Seven Mangere Schools

Executive Summary The schools of South Auckland which have high proportions of Māori and Pasifika students have long been described by researchers as sites for low achievement, particularly in literacy (e.g., Ramsay, Sneddon, Grenfell & Ford, 1981). However, recent evidence suggests that the disparities between Māori and Pasifika students and other students in reading accuracy have been reduced, and that there has been a substantial reduction in the proportions of students in the lowest bands of achievement. Despite this, the evidence also suggests that at Year 4 and Year 9, the disparities in reading comprehension have continued, if not increased (Crooks & Flockton, 2005). A research and development programme, conducted as