Schools – Teaching & Learning Research Initiative

Integrating values in the New Zealand Curriculum: Caught or taught?

Introduction Currently, there are gaps in our knowledge about values development in New Zealand schools. we do not know what teachers, curriculum leaders and principals believe and know about values implementation in the new curriculum, nor do we know about the effect on student learning of current implementation strategies for teaching values. This study aims to explore (a) the ability of schools to integrate values into their teaching and learning programmes, and (b) the effect of approaches taken to implement values throughout the school. Key findings The most favoured strategies for teaching values included teacher role modelling, using the “teachable moment” and explicit teaching of values. The most preferred strategies for

School achievement: Why summer matters

Introduction The “summer learning effect” is where students’ school literacy achievement plateaus or declines over summer. This limits students’ levels of achievement over time which can create a barrier to decile 1 schools’ effectiveness. It is a well known effect both within New Zealand and worldwide, but there is limited research evidence on how to overcome it. Our aim was to identify factors that may help overcome the summer learning effect in reading in decile 1 schools in New Zealand. Key findings The summer learning effect was confirmed as a major barrier to ongoing achievement: the gains made over the school year disappeared. Specific preparation by teachers for students and guidance

Connecting curriculum; connecting learning; negotiation and the arts

Introduction This project contributes to the field of curriculum integration and the role of the arts within integrated learning contexts. In particular, it scrutinised integrated inquiries that incorporated drama and visual art with other learning areas. It also examined ways in which children, teachers, and the wider community engaged in arts-based integration. Most of the international practices in this field fall into the “good idea” category rather than being based on research. This project helps to address this knowledge gap. Key findings The most commonly integrated curriculum areas were science, social studies, technology, and English with drama and visual art. Scaffolding children to take on increasing adult-like responsibilities encouraged children’s engagement,

Learning to “friendly argue” in a community of mathematical inquiry

Introduction This project explored the sorts of culturally responsive pedagogy teachers can engage in to optimise equitable access for students to proficient forms of mathematical talk and activity. The project sought to further our knowledge of the effects on student achievement and mathematical disposition when a specific focus is placed on building a classroom culture of mathematical inquiry and argumentation. Key findings The teachers were able to create more opportunities for collaborative group activities focused on mathematical inquiry. The students’ role in inquiry mathematics learning activities required a dramatic change from passive receiver to active learner. Students developed new ways of thinking about mathematics and their relationship with mathematics, and came

Investigating the relationship between whole-school approaches to education for sustainability and student learning. A summary

Education for sustainability (EfS) has been rapidly growing in New Zealand schools, bringing with it an interest in whole-school approaches to develop EfS and a focus on action competence as a means to understand student learning in this field. It is currently UNESCO’s decade of education for sustainable development, which calls for “a new vision of education that seeks to empower people of all ages to assume responsibility for creating a sustainable future” (UNESCO, 2002). Education for sustainability (EfS) fits with such a vision in that it expands on environmental education to include social, economic, political and cultural perspectives, as well as a focus on global equity in the use

A collaborative self-study into the development and integration of critical literacy practices

1. Introduction This report discusses findings from a two-year Teaching and Learning Research Initiative (TLRI)funded project entitled A collaborative self-study into the development and integration of critical literacy practices. During this time, 2006–7, four Dunedin primary schools and one secondary school, involving a total of 16 teachers, took part in the project. The participating teachers became familiar with the literature on the theory and practice of critical literacy and developed, implemented, and evaluated critical literacy strategies in their regular classroom programmes. Critical literacy has a long history and a number of different theoretical influences (Larson & Marsh, 2005). We use the term “critical literacy” to describe ways in which teachers and

Conceptions of assessment and feedback in secondary school

1. Aims, objectives, and research questions Assessment and feedback are an integral part of the teaching and learning process. They affect not only what is learnt, but how students learn, their motivation, goals, and sense of self (Cowie, 2003). If students have a negative conception of the role of assessment and they misinterpret the meaning of feedback, this can lead to reduced motivation and low self-esteem. While a learning environment or task may be designed to facilitate student change on a given variable (e.g., feedback to enhance literacy skills), students’ and teachers’ conceptions will influence the way the task or environment are experienced (Trigwell & Prosser, 1991; Fransson, 1977; Kōnings, Brand-Gruwel,

Effective teaching in different cultural contexts: A comparative analysis of language, culture, and pedagogy

1. Introduction Whaia te iti kahuranhi Strive for the things in life that are important to you This research project was developed as a part of the Teaching and Learning Research Initiative (TLRI) tender process that is managed by the New Zealand Council for Educational Research (NZCER). The project began with a collaborative team of Māori, Pasifika and Pākehā researchers, brought together with the intention of working across four different school contexts that included kura kaupapa Māori, schools in which Pasifika and Māori were culturally in the foreground and mainstream[1] sites. Unanticipated changes to the composition of the research team occurred during project implementation and had a significant impact—these are detailed