ARCHIVES | MARCH 2011 - NOVEMBER 2017

Education Review explores the big issues in New Zealand education, from early childhood through to tertiary education.

*Responsibility for teachers’ professional learning and development (PLD) will be transferred from the Ministry of Education to the Education Council.*

The ICT industry is finding great results connecting with schools through its in-school outreach programme, TechHub.

A new report has revealed declining standards in children’s numeracy and sparked criticism and controversy about the way Kiwi kids are taught maths.

We asked prominent people from within the sector what they perceived to be the biggest challenge currently facing New Zealand education. Here is what they had to say.

The Innovation Partnership wants to see training for teachers on how to teach in modern classrooms and appropriate teaching methods to go alongside investment in digital technologies because devices alone can’t achieve better educational outcomes. MURRAY SHERWIN argues the case.

Author of The Future of Learning, MARK TREADWELL, says we need to embrace learning systems that have proven over thousands of years to be far more equitable and successful than rote learning has proven to be over the past 200 years.

DR WELBY INGS provides an insight into his inspiration for writing what has become the most popular book in education circles at the moment, Disobedient Teaching.

When teacher CHRIS MAY recognised the same disengagement in his students as he once exhibited as a student, he was inspired to set up an initiative that strove to make learning more practical, contextualised and relevant to their lives, both in and out of school.

JUDE BARBACK believes it is the rich, personal experience interwoven with big-picture thinking that sets Disobedient Teaching: Surviving and creating change in education by Welby Ings apart from other books of its ilk.

TRACY RILEY and ANNE NOBLE discuss how bees in schools can have a profound effect on integrated learning opportunities.* *

DR PHIL COOGAN says collaborative partnerships and capability transfer are the key to ensuring the sustainability of an intervention.

Education Review takes a look at a new initiative to support beginning principals.

LIZ HAWES discusses how the Ministry of Education, the New Zealand Principals’ Federation and Te Akatea, the Māori Principals’ Association have worked together to develop a professional learning development programme for teachers of Māori learners.

KIMBERLY BAARS discusses the benefits of bringing a maker-centred approach into the classroom.

GRANT RIX shares the journey of a ‘mindfulness in schools’ programme that is making a difference to the wellbeing and learning outcomes of Kiwi kids.

The new director of Ako Aotearoa DR STANLEY FRIELICK discusses the evolution of research around the scholarship of teaching and learning (SoTL) and its importance to tertiary education.

I recently attended a professional development day at my children’s school. The invitation was extended to parents and the board of trustees to join staff for a day of discussing and redefining the school’s vision, led by Core Education’s Jo Wilson.

Professional development for tertiary educators is vital. In the absence of formal training, the opportunity to collaborate with others to share best practice and learn new skills and strategies is essential. Education Review talks to Cath Fraser about her Problem-Based Learning workshop, aimed at tertiary educators.

Core Education’s JO WILSON describes the steps schools and communities can take in order to achieve their preferable future.

#edchatNZ founder DANIELLE MYBURGH extends an invitation to join the new #edchatNZ MOOC (massive open online course) – a professional development opportunity with a difference for New Zealand educators.

Within the past decade, a quiet groundswell of interest has contributed to a gradual shift in the way that educators see the world. GABRIELLE MILLS reports on a professional learning experience focused on positive education.

JILL TANNER-LLOYD, Ako Aotearoa’s communication manager, joined participants at the first delivery of the organisation’s newest professional development workshop to find out what teaching strategies are needed to maximise learner engagement and success when using blended learning.

Professor John Hattie’s meta-analyses have helped to unveil effective teaching and learning practices. Here, LYNDA SHANKS shares how this research is being made accessible to schools and teachers through the popular Visible Learningplus programme.

As CORE Education’s influential Ten Trends initiative enters its 10th year, KAREN SPENCER looks back on the origins of the trends and what’s in store for 2016.

DR ROSEMARY ERLAM discusses the shift in teaching languages to the internationally recognised, task-based language teaching approach and how New Zealand language teachers can use this approach effectively.

Are teacher education providers selecting the right people?

Selected from 19 schools, Clevedon School, Marist Catholic School (Herne Bay), Gladstone Primary School (Mt Albert) and Rhode Street School (Hamilton) are the first to participate in Cognition Education Trust’s inaugural Student Voice Impact on Teacher Decision Making project.

If you don’t lead, how can they follow?

Education Review checks in on the Ministry’s review of professional learning and development for the schooling sector.

Education Review asks Workchoice Trust chief executive AMANDA WHEELER about why the upcoming Teachers’ Workchoice Day events are such a great form of professional development.

Innovative secondary teachers are using road safety as an authentic context for young people to apply curriculum learning, writes MARY CHAMBERLAIN

JUDE BARBACK looks at the collaborative approach between schools, communities, police, CYF, the Ministry and child advocacy organisations to help ensure students are safe at school and at home.

JUDE BARBACK reviews the tricky business of managing teacher supply and demand.

JUDE BARBACK takes a closer look at the Learning and Change Networks initiative that is empowering New Zealand schools to raise achievement – and gaining global recognition.

Education Review suggests ten ways teachers can get more out of the Twitterverse.

DENNIS VIEHLAND discusses the possible threats and opportunities MOOCs pose for the traditional tertiary institution.

DR INGER MEWBURN, better known as the Thesis Whisperer, shares three common mistakes made by fledgling postgrads, and how to avoid them.

Thesis Whisperer, Dr Inger Mewburn recently visited Victoria University of Wellington to discuss the merits of incorporating social media into academic research. Education Review invited two research students to share their reflections on the workshop.

PROFESSOR ALISON JONES gives her 12 top tips for postgraduate writing success.

As a personal performance & development coach working with postgraduate students, Brian Johnston has seen it all. Here, he discusses how procrastination and other self-sabotaging behaviours need to be addressed to become a productive postgrad.

Principal WENDY KOFOED shares how a collaborative teaching inquiry model at Newmarket School is helping to raise achievement levels of Māori and Pasifika students.

TRACEY CARLYON opens the door for discussion on teachers transitioning between different class levels.

A letter published in the New Zealand Herald some time ago conveyed the author’s sentiments effectively.

How can we do the best we can for young children in early childhood services?

NICOLA DUNHAM considers all angles in her research concerning the academic identity of field-based early childhood initial teacher education students.

Jenny Poskitt advises teachers how to get to grips with Overall Teacher Judgments, to help them get the best out of National Standards for their students.

Education Review peeks through the doors of New Zealand classrooms to discover the many different pathways to becoming a teacher.

VALERIE MARGRAIN discusses the complexities of engaging with challenging behaviour in her new book, Responsive Pedagogy: Engaging Restoratively with Challenging Behaviour.

MARIE CAMERON and SUSAN LOVETT discuss the early findings of their research, the Teachers of Promise study: Teachers in their ninth year of teaching.

MIKE STEWART reflects on his experiences as a teacher trainer in Papua New Guinea.

STUART MIDDLETON considers parallels between the experiences of new teachers and new entrants

MARIE CAMERON reflects on the lessons for schools, from research into beginning teachers

The thrill of starting a teaching career is a real asset for new teachers, but one that needs to be managed carefully, suggest school support advisers