Teacher effectiveness – Teaching & Learning Research Initiative

Moving beyond the threshold: A TLRI final report 2014–16

Introduction Moving beyond the threshold set out to interrogate what it means to think historically in the digital age (Tredinnick, 2013). How do university students and teachers use digital media to transform learning experiences? Do digital approaches present novel ways to engage with key historical concepts? Answers to these questions continue to be important and urgent; large-scale investment in educational resources and technology is based on the assumption that current and future students are or will become digitally literate, and that they know how to use digital media effectively and efficiently in inquiry-led and autonomous learning. There is little evidence to prove, however, that the so-called ‘net generation’ (Schulmeister, 2015; Tapscott,

Investigating teachers’ pedagogical approaches in environmental education that promote students’ action competence

1. Aims, objectives and research questions Introduction There is currently no mandatory requirement for New Zealand schools to teach Environmental Education (EE). However, in 1999 the Ministry of Education published the Guidelines for Environmental Education in New Zealand Schools (Ministry of Education, 1999). The Guidelines are intended to assist teachers and schools to plan and provide education “in, about, and for the environment” in a way that integrates with learning objectives from the seven mandatory learning areas of the New Zealand Curriculum Framework (Ministry of Education, 1993). As such, schools are encouraged to develop EE programmes through a process of school-based curriculum development. More recently, a concept of education for sustainability