Research

This paper, presented at Third Annual New Zealand Science Education Symposium, Massey University, Wellington; November 2002, outlines three models for aligning Western science with other knowledge systems and promotes the view that dialogue about the issues raised is a necessary first step to achieving any change in relevant classroom practice.

Five case studies were presented from schools/kura where Ako Panuku has had a direct impact on the schools’ policies and practices.

This research explores the links between the world(s) of the student; the world(s) of home and the world(s) of school, and how the collision of these worlds can impact on student learning and achievement.

The purpose of this report is to document the outcomes of the implementation of Te Kotahitanga in Phase 3 and 4 secondary schools from 2007 to 2010. During these four years, the Phase 3 schools were in their fourth to seventh year of implementing the project in their schools. Phase 4 schools were in their first to fourth years of the programme.

QTR&D was an exploratory project founded on the beliefs that all young people can succeed at school and that one of the keys to enabling students to achieve their potential is effective classroom teaching.

Seven of the reports developed through QTR&D have been adapted as learning stories; these are included in this set of materials as springboards for thinking about the Teaching as Inquiry cycle, effective pedagogy, and cultural responsiveness and how they might connect to your own practice.

Adrienne Alton-Lee (phd) Chief Education Advisor, Best Evidence Synthesis Programme, Ministry of Education delivers a keynote presentation for the 2008 Te Kotahitanga conference.

In 2007, Victoria University was contracted by the Ministry to produce an external evaluation of the effectiveness of Te Kotahitanga. It is the first external evaluation of Te Kotahitanga.