Education Group Articles and Resources

Achievement in Multi-Cultural High Schools

How teachers can understand and better meet the needs of Pacific Island and Maori students

Effective Teaching Practice in Low Decile Multi-Cultural
Schools

Implications for schools and teachers in multi-cultural schools

Some policy implications for students in low decile schools

Achievement in Multi-Cultural High Schools

What we learned from the AIMHI Project to help schools more effectively meet the needs of their students

Poskitt & Taylor

Poskitt & Taylor

Authors: Mitchell & Poskitt

Taylor & Poskitt

Poskitt, Anthony, Brown, Goulton, Taylor

Poskitt, Anthony, Brown & Taylor

Authors: Lai, McNaughton, Hsiao with Mose, Hall, Knight & Gray

Limbrick, Knight,Evans, Funaki,Kirton, and McCaulay

The purpose of this study is to explore how senior leaders design and implement a
coaching programme that is sustainable and improves outcomes for all teachers
and students in their schools.

Making a difference in terms of Improving Student Learning Outcomes

This paper provides a critique of the notion of sustainability situating the analysis in the context of recent developments in mathematics education in New Zealand. It examines how the term sustainability is used internationally in the literature on curriculum reform and nationally with reference to the Numeracy Development Project.

Each year, every school spends thousands of dollars and allocates many, many hours to the ongoing professional development of its teachers. Does this investment translate into changes in classroom practice and does it make a difference to student learning? This paper summarises the learning of twelve schools that participated in a Ministry of Education contact aimed at rethinking professional development practices.

This paper begins with an outline of the unique nature and structure of New Zealand schooling that requires most students to make two transitions in two years. It then explores what the literature tells us about the needs of early adolescents and some approaches to teaching and learning that we believe are pivotal to meeting those needs. Research evidence, both national and international, shows that when students make a transition from one schooling system to another, their achievement
declines and learning can be impeded for at least six months and up to a year or more while they deal with other priorities caused by the shift. New Zealand schools, in recent years, have improved the strategies employed to help students make the logistical and social adjustments to the transition. They have not, however, addressed the problem of the learning and achievement needs.
The paper provides effective strategies, trialled in New Zealand schools, that other schools and teachers can use to assist transition. It then outlines some issues that are cause for concern and presents some challenges to those involved in education at all levels in New Zealand. The writers advocate that student needs are put ahead of historical habits, the entrenched positions of lobby groups and adult self-interest. They urge that decisions are made nationally about the best structures and timing of
transitions. In the meantime, they encourage all teachers and schools to refine and extend their transition programmes to address the learning and achievement decline as well as provide social and emotional support.

What teachers and schools can do to ensure educational transition points do not interrupt student learning

Making the Aotearoa/NZ system a “seamless experience for students”

Change Management

Coaching and Appraisal

Curriculum - Mathematics

I Have a Dream Project

Schools at Risk/Decline

Schools at Risk/Decline

Strategic Planning