Vol. 24 (2019): New Zealand Annual Review of Education

Articles

• Constructing the problem of initial teacher education in Aotearoa New Zealand: policy formation and risk, 2010-2018

  Alexandra C. Gunn, Helen Trevethan

  5-20

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• An Integrative Review on the Research on the Impact of Teacher Inquiry on Student Achievement

  Hana Turner-Adams, Aaron Wilson, Rebecca Jesson

  21-41

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• Leadership in the early years: Challenges and opportunities

  Kate Thornton

  42-57

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• Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

  Peng Xu

  58-74

  • PDF

• Turning The Tide on Private Profit-Focused Provision In Early Childhood Education

  Linda Mitchell

  75-89

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• How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand

  Louise Wanoa, Michael Johnston

  90-104

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• “Today at Playcentre, we ….”: What values underpin narrative assessment in Playcentre?

  Sue Stover, Lia de Vocht

  105-121

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• How can I get that good grade again? Improving Pasifika student achievement in NCEA with a motivation intervention

  Peter Sanders, Andre Boyte

  122-141

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• The Pakaru ‘Pipeline’: Māori and Pasifika Pathways within the Academy

  Sereana Naepi, Tara G. McAllister, Patrick Thomsen, Marcia Leenen-Young, Leilani A. Walker, Anna L. McAllister, Reremoana Theodore, Joanna Kidman, Tamasailau Suaaliia

  142-159

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• Ensuring Māori student success and inclusion of te aō Māori through initial teacher education

  Hiria McRae, Robin Averill

  160-176

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• Kāhui Ako and the collaborative turn in education: Emergent evidence and leadership implications

  Annelies Kamp

  177-191

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• Complex Challenges in Policy Implementation

  Deidre M. Le Fevre

  192-202

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