Vol. 28 (2022): New Zealand Annual Review of Education

Special Issue

Published: 2023-07-07

Editorial

Articles

  • Creating system change to improve schooling outcomes in Aotearoa New Zealand

    Rob McIntosh
    5-14
    DOI: https://doi.org/10.26686/nzaroe.v28.8270

  • The ‘contested enterprise’ of Initial Teacher Education

    Noeline Alcorn
    15-26
    DOI: https://doi.org/10.26686/nzaroe.v28.8271

  • Promises and challenges for effective school and system leadership

    Cathy Wylie
    27-37
    DOI: https://doi.org/10.26686/nzaroe.v28.8272

  • Designing for empowering curriculum implementation The potential of “enduring competencies”

    Rosemary Hipkins, Bronwen Cowie, Sara Tolbert, Pauline Waiti
    38-48
    DOI: https://doi.org/10.26686/nzaroe.v28.8273

  • Improve education provision in Aotearoa New Zealand By building assessment and learning capability

    Jenny Poskitt
    49-61
    DOI: https://doi.org/10.26686/nzaroe.v28.8277

  • What we can do to realise our excellence and equity goals in literacy

    Stuart McNaughton
    62-77
    DOI: https://doi.org/10.26686/nzaroe.v28.8278

  • Lifting the quality and effectiveness of mathematics education provision in English-medium schools in Aotearoa New Zealand What will it take?

    Fiona Ell
    78-90
    DOI: https://doi.org/10.26686/nzaroe.v28.8356

  • Maintaining good working experiences in the context of NCEA changes Enablers and influences

    Mohamed Alansari, Mengnan Li
    91-103
    DOI: https://doi.org/10.26686/nzaroe.v28.8357

  • Unleashing the full potential of teachers Personal ecologies and funds of knowledge/identity as resources for curriculum making

    Bronwen Cowie, Maurice Cheng, Nick Bryant
    104-115
    DOI: https://doi.org/10.26686/nzaroe.v28.8358

  • Exploring the shift to an improvement-oriented approach to external evaluation in Aotearoa New Zealand The case of the Education Review Office

    Ro Parsons, Joanna Higgins
    116-131
    DOI: https://doi.org/10.26686/nzaroe.v28.8359

  • Transformative shifts in early childhood education systems after four decades of neoliberalism

    Linda Mitchell
    132-147
    DOI: https://doi.org/10.26686/nzaroe.v28.8592

  • Knowledgeable and qualified early childhood teachers: Tensions, constraints, and possibilities

    Alexandra Gunn, Helen Hedges
    148-159
    DOI: https://doi.org/10.26686/nzaroe.v28.8626

  • Leading education into the future

    Deidre Le Fevre
    160-166
    DOI: https://doi.org/10.26686/nzaroe.v28.8628

  • What will it take? Understanding settler silencing and realising cultural and structural reforms

    Mere Berryman
    167-178
    DOI: https://doi.org/10.26686/nzaroe.v28.8635