Bøker utgitt av New Zealand Council for Educational Research (NZCER) Press

A book for teachers of young children aged from 5 to 12 years in primary schools who want to support students' English vocabulary.

This book tells the story of how revolutionary ideas imported from Germany that suggested children would unfold through play were adopted, adapted, and thrived in New Zealand.

Beginning a new career as an academic is a daunting task. Carol Mutch's latest book aims to demystify the process by providing new and intending academics with an insight in what to expect. The book is based around the real-life concerns that were raised by the early career academics she worked with in her innovative Emerging Scholars Forum.

"Early childhood and school leaders are key members of our society, charged with one of the most important roles we can give a profession--the education, achievement and care of our children and young people. This book presents 10 inspirational case studies of how centre leaders, principals and leadership teams in high-needs New Zealand educational settings have enacted leadership towards a more equitable and democratic society. These stories share experiences of challenging leadership in diverse urban and rural contexts across early childhood, primary, intermediate and secondary schools. The research base of this book is taken from an international 20-country research study into how "social justice" and "high needs" are defined in different countries and how we might better prepare educators to lead for social justice in an increasingly complex world. Typically, such needs are defined within the concepts of social/economic disadvantage and ethnic groupings; however, New Zealand findings showed the definition of high needs to be much broader than expected. This book is written for early childhood, primary, intermediate and secondary school leaders and teachers; providers of educational leadership professional programmes and tertiary courses; and education system leaders"--Back cover.

This book provides practical, research-based strategies for anyone wanting to run a peer tutoring programme or to improve their own tutoring practice. Ideal for use in schools and community training courses.

This book celebrates and reflects on what it takes to build a dynamic community of M ori scholars."

Social studies education plays a critical role in developing young people as active and engaged citizens in uncertain, complex times. This edited collection presents the latest research, ideas and practice in the social studies learning area in Aotearoa New Zealand.

This is a ground-breaking account of one of the most complicated qualification systems in the world. The National Certificate of Educational Achievement (NCEA) is predominantly used in the senior secondary school in Aotearoa New Zealand. Its introduction between 2002 and 2004 signalled a seismic shift in assessment practice.

This book brings together work by national and international scholars committed to honouring and building on the work of a passionate educator and lifelong advocate for children: Professor Anne Smith."

This book examines decolonisation and M ori education in Aotearoa New Zealand in ways that seeks to challenge, unsettle and provoke for change"

This is a powerful critique of two decades of educational reform in New Zealand, from an educator who was deeply involved. It is also a provocative call for action. Bali Haque has been both a secondary school principal required to implement reform and a senior public servant in the New Zealand Qualifications Authority (NZQA) tasked with pushing through changes. The book analyses four major reforms since 1989: Tomorrow's Schools, the NCEA, the revised New Zealand Curriculum and the National Standards. It explores the role of the Ministry of Education, the PPTA, and secondary school principals, and asks some fundamental questions about how we define and measure school and teacher quality and the extent to which schools and teachers can be expected to overcome socioeconomic disadvantage in homes. It examines how well ERO makes decisions about school quality, how useful our decile system is, and the extent to which NCEA results provide any useful measure of school quality.

This is the inside story of an indigenous education success story. Te Kotahitanga is a theory-based program that has made a positive difference to the educational experience and achievement of M ori students in mainstream schools in New Zealand. It is essential reading for anyone interested in reforming mainstream schools so that quality education and equity is available for all students, especially those who have been historically marginalised.