ARCHIVES | MARCH 2011 - NOVEMBER 2017

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

Eight in 10 teens and six in 10 primary school children say there are no limits on their screen time out of school – whether that’s playing computer games, using their phones, or browsing the internet.

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.

Dr LOUISE STARKEY’s research into how schools use data revealed inconsistencies among schools’ attitudes, approaches and capabilities and identified room for the development of data expertise across New Zealand schools.

SARAH AIONO of Longworth Education suggests that a successful play-based learning environment requires a level of skill by teachers not easily understood by school management.

Drs JO FLETCHER and KAREN NICHOLAS set out to discover how primary schools are using digital technologies in their year 7 and 8 mathematics classrooms. Their research uncovered some interesting findings from how equity and maintenance of devices was managed to the need for more professional development to the way ICT was used to support learning.

Dr JOHN BOEREBOOM discusses why defining an educational standard is so problematic in both the primary and secondary schooling sectors.

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.

Massey University’s PROFESSOR TOM NICHOLSON says we need to redesign the literacy that is taught in our schools so that it works for those in lower socio-economic communities. 

A partnership between a teacher education provider and 21 local primary schools proves that effective leadership and mutual co-operation are the keys to success. By KIRSTY JONES, Eastern Institute of Technology.

ANITA MORTLOCK shares her research about the common practice of ‘mat time’ in New Zealand schools.

DR ALEXANDRA GUNN discusses her recent TLRI study that scrutinises how initial teacher education is produced, maintained and practised in New Zealand and compares it with similar research carried out overseas. 

DR MAGGIE HARTNETT draws from her new book Motivation in online education to discuss what drives people to pursue and persist with online learning.

EVELYN LEWIS says distance learning allows her greater connectivity with peers and tutors compared with being one of many in a lecture room. 

NZCER researchers ROSEMARY HIPKINS, JENNY WHATMAN, and JO MacDONALD discuss the insights that emerged from the Manaiakalani Digital Teacher Academy (MDTA) initiative.

Education Review asks VIVIENNE MACKISACK and TE MANAAROHA ROLLO how they found themselves in teacher education, and the joys and frustrations of working in this sector.

JILL TANNER-LLOYD and DR PETER COOLBEAR introduce the new teaching excellence publications developed by Ako Aotearoa’s Academy of Tertiary Teaching Excellence. They explain how the two-volume set captures the essence of New Zealand’s top tertiary teachers and their practice, and how these publications can support reflective practice for others wanting to add further value for their learners.

The recipients of the 2013 Tertiary Teaching Excellence Awards prove that teaching excellence can benefit learners and strengthen communities.

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

Are the international and political contexts of education being adequately addressed in New Zealand teacher education programmes? JUDE BARBACK looks at what measures several schools of education are taking to ensure an outward-facing approach.

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

Education Review looks at research in its many guises.

CPIT’s research month in August highlighted the institute’s focus on practical research that can be applied in workplace settings across a range of sectors.

The University of Waikato is preparing for its annual Postgraduate Month in October. With a new research director and its first PhD in te reo, there is much to celebrate.

Tweet your Thesis, Chamber Debate, Supervisor of the Year and 3 Minute Thesis – it all happened at Otago University’s annual Graduate Research Month.

NZEI Study Award recipient BARBARA NELSON is completing a postgraduate diploma in educational administration and leadership via distance study. Education Review talks to the Massey student about the benefits and boundaries of distance learning.

DIANE MAYER looks at the challenges with teacher education programmes in Australia.

Teachers Council director, PETER LIND says we need to consider the international research first.

As the sector gears up for a major teacher education conference next month, experts give their opinions on some of the key issues facing initial teacher education in New Zealand. JOHN O’NELL says there are four key issues that constitute a major crisis

PETER COOLBEAR reflects on this year’s national Tertiary Teaching Excellence Awards – exploring how these exemplars of great teaching and learning can enhance the tertiary teaching profession in Aotearoa New Zealand.

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.

Qualified volunteer teachers are certainly preferred but many developing countries do not appear to have a choice.

Education Review looks at the different ways schools of education at various tertiary institutions are utilising their links with educators and institutions from other countries.

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

An education lecturer, a researcher and a teacher who has recently completed her first year of teaching all give their tips on what new teachers should be prepared for in 2012.