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Pūrākau, or Māori narratives, have shaped the historical accounts of Māori throughout the generations. Yet they have historically been misappropriated, misrepresented, and misinterpreted as “fables” ...

New Zealand’s previous examination-based secondary assessment system can be viewed as encompassing cultural values presenting unfair challenges for indigenous and other nonmajority students. The ...

This article presents a systematic review of the ways in which inequality is featured within New Zealand’s secondary curriculum and Ministry of Education-supported Te Kete Ipurangi online teaching ...

The dichotomy between content knowledge and 21st-century skills (“zest for life” in the Japanese context) has been an issue since the early 2000s in Japan. Recently it has been evident in the demand ...

Young children learn how to communicate with others through their everyday interactions and social relationships. In this article, we argue that stories about personal experiences are a valuable ...

Ko tā tēnei tuhinga he whakaahua i te whanaketanga o Te Marautanga o Aotearoa, te marautanga ā-motu i hangaia hei ārahi i ngā kura reo Māori. Ko mātou ngā kaituhi he kaiako i te kura tuatahi, i te ...

A lot of emphasis is currently placed on the need for principals to be instructional leaders or leaders of learning. In the study of the instructional leadership of secondary principals reported in ...

This article explores how schools and educators can create learning environments that foster the innate mana of students. Mana is a concept that comes from a Māori worldview and refers to a person’s ...

The conceptions teachers have about assessment are assumed to influence their practices and to be consistent with the jurisdictional and policy frameworks in which they work. This paper compares two ...

The report Directions for Assessment in New Zealand (Absolum, Flockton, Hattie, Hipkins, & Reid, 2009) envisages an “assessment capable” system where students are empowered to become self-regulated ...

Given the recent movement toward standards-based education there is a heightened need for teacher competency in the area of assessment and evaluation. However, despite demands for teacher assessment ...