set 2016: no. 1

Set interviews computer scientist Professor Tim Bell to figure out how computational thinking differs from digital literacy, and why both might be important for today’s society. Tim explains his mission to introduce teachers and students to computational thinking, even without a computer in sight. His work with schools—from junior primary to senior secondary—shows that computational thinking augments a range of learning areas and competencies.

Recent moves within New Zealand and internationally have called for the inclusion of computational learning through activities such as coding, in school curricula. However, including activities such as coding in school curricula is a bold move, and one that will require significant support if it is to successfully achieve its goals. This article reports on outcomes from the first year of a TLRI-supported study exploring how teachers planned and integrated coding into their numeracy programme… Read more

This article is the second of two describing findings of a pilot case study designed to explore learning about science through drama. This article describes students’ responses to opportunities that were provided through the guided drama–science inquiry process to gather, interpret and use data as evidence. Findings indicate that a carefully designed drama–science inquiry process can provide opportunity for students to practise and develop science capabilities for citizenship, addressing the… Read more

This article stems from a professional inquiry carried out by two secondary science curriculum and learning facilitators, as part of a continual strengthening of their facilitating practice. The article describes the reflections of several secondary science teachers as they progress their understanding of the science capabilities, and make changes in their classroom practices so that they develop these capabilities in their students. The teachers’ experiences highlight some key factors that… Read more

This article reports an empirical study that investigated the effects of embedding teacher inquiry as an everyday practice within one primary school. After describing how the school implemented and sustained inquiry as part of teachers’ everyday work, the article outlines the impact undertaking such projects had on the teachers at this school. While there are challenges in sustaining a research culture within their busy lives, the teachers’ evidence in this study supports current thinking… Read more

Research suggests that engaging with student voice is desirable, worthwhile, and effective. This article explores these claims by describing how two secondary school teachers engage with students’ voices as they inquire into their teaching practice. In doing so, it supports a conversation about the practicalities of engaging with student voice more generally in the inquiring teacher’s classroom. Findings illustrate the voices of students have the potential to change teachers pedagogical… Read more

What happens when you take 15 years of teaching and leading at four different fairly traditional, fairly engaging, high-performing secondary schools, add 3 years of innovation incubation as part of the establishment senior leadership team at Hobsonville Point Secondary School, and throw in a bit of Most Likely to Succeed (the documentary and book)? For me it’s resulted in the creation of Blue Sky High. In this piece I introduce you to Blue Sky High in an effort to condense down my long-range… Read more

Review of Margaret MacDonald (2016), Elwyn Richardson and the Early World of Creative Education in New Zealand, NZCER Press.

Teachers have so many assessment tools at their disposal today it can be overwhelming at times. In this article I will take you on a journey through the new-look Assessment Resource Banks website and show you some of the highlights I’ve discovered in the last few weeks back at NZCER. This tool is a valuable addition to anyone’s kete.