As part of our professional focus, NZEI publishes occasional papers reviewing issues in education. The most recent are available for download below.
2006
Digital Portfolios for Teachers (PDF) David Stewart
As schools race to respond to the demands of a modern society, the use of a professional portfolio offers teachers a measure of personal control while at the same time providing evidence of their work and the adaptation of their practice to the needs of their current students. A printed copy has been incuded with the November issue of NZEI Rourou.
Some principles for guiding student learning effectively (PDF) Terry Crooks
At NZEI's Good Teaching Seminars in May, the keynote speaker, Professor Terry Crooks, outlined 10 principles for guiding student learning effectively. In the NZEI Occasional Paper sent to schools with the October issue of NZEI Rourou, he explains how the principles can be applied in the classroom and talks about the skills needed to be an effective teacher.
2004
Going, Going...? Men in primary teaching in New Zealand (PDF) Ian Livingstone
Why are so few men entering primary teaching in New Zealand today? Would more men in primary school classrooms have any impact on the achievement of children, boys in particular? Are there any other possible advantages in having a more even gender balance in the profession? Although the New Zealand research evidence is fairly slender, there are good arguments for having more men in the classroom. They can be classified as: academic, social, environmental, and representational. Of these, the representational argument may be the most compelling. Primary school staff should be more representative of society at large, conveying the message that learning and academic achievement are for everyone.
2003
Assessment in the Real World - What teachers actually do in the classroom (PDF) Mary Hill
In the 1990s the reintroduction of national standards in education through a national curriculum required schools to be accountable for measuring and reporting on their learning outcomes. Primary teachers became caught up in assessment frenzy. How did teachers adapt to constantly changing practices and what impact did it have for learning?
Teaching Smarter: Using integrated rich tasks to enhance learning (PDF) Irene Cooper
Integrated rich tasks in the classroom engage students and can lead to deep learning, but they require a high level of organisation, commitment and teaching skill.
When all is read and done (PDF) Stephen Day
2002
Clarifying Leadership: The Role of the Primary School Principal as an Educational Leader (PDF) Laurie Thew
Primary school principals face the difficult task of combining their role as school managers with their role as educational leaders. The managerial role is well defined but what exactly does “educational leadership” mean and how is it exercised in New Zealand Schools? Laurie Thew’s research attempts to define the concept of leadership by examining the day to day practice of principals in their schools and isolating the factors that determine effective leadership. This paper also considers the implications for the practice of leadership and offers recommendations for developing it.
Towards a model of best practice for integrating ICT across the curriculum (PDF) Steve Moss
New Zealand schools make large investments in information and communication technologies yet few are effective in integrating ICT across the curriculum or in using it to develop higher order thinking and information skills. In this research project Steve Moss looked at how a range of schools is using ICT in the classroom, the obstacles and problems they faced and the strategies they developed. Based on his findings, he offers a model of best or effective practice to enhance learning through the use of ICT.
2001
Cattle and Classrooms, the Kiwi Commodities: The Global Free Trade of Education (PDF) Stephen Day
New Zealand’s public education system may be threatened by a little known global free trade agreement which would allow private foreign education providers to operate here without restriction.
Transient Children: Perceptions of How Often Transient Children Come and Go (PDF) Anna Lee
The educational needs of transient children are often overlooked. Without an effective support system in school, transient children may underachieve and run the risk of graduating to the criminal justice system. But schools can do a lot to minimise that risk. Anna Lee’s research shows that effective programmes can significantly enhance these students’ learning and facilitate positive relationships between their families and teachers.