This article explores the pedagogy of New Zealand early childhood teachers who have consciously adopted ideas from the early childhood programme of the Italian city of Reggio Emilia. It follows the ...

This article reports on research conducted in New Zealand that deals with early childhood education (ECE) centre working relationships with external organisations, including agencies, social services, ...

Kaupapa Māori principals have the power to transform the educational experience of Māori students in mainstream classrooms. For example, 'tino rangatiratanga' requires both children and parents to be ...

I tīmata a Hinemaia ki NZCER i roto i te rōpū rangahau o Te Wāhanga i Kōhitātea 2025. Ko tōna kaingākau ko te reo Māori, te mahi tahi ki ngā tamariki me ngā kaupapa mātauranga Māori anō hoki. Hinemaia ...

This article analyses research literature and policy texts to investigate the extent to which culturally responsive education policies can improve Māori achievement in schools. It presents a snapshot ...

In 2024, NZCER was engaged by NZQA to evaluate the NCEA me te Whānau and NCEA ma le Pasifika workshops. These workshops aim to empower whānau Māori and Pacific families by providing them with the ...

Children’s inquiry is an approach where tamariki explore and research their own questions and curiosities over sustained periods of time with the support of their kaiako. This article explores ...

Pūrākau, or Māori narratives, have shaped the historical accounts of Māori throughout the generations. Yet they have historically been misappropriated, misrepresented, and misinterpreted as “fables” ...

For print or online subscription inquiries, please email subscriptions@nzcer.org.nz or phone 04 8021450. Browse the archive for all issues. Online subscribers can view full-text PDFs of all content, ...

The Assessment Resource Banks (ARBs) offer an innovative space to explore how responsive assessment for learning can work off- and online with Aotearoa New Zealand teaching and learning situations.

Online portfolios, which allow teachers, families and children to document and share children's experiences and learning, are increasingly used by New Zealand early childhood education (ECE) services.

This article presents findings from a study focusing on ako in mathematics teaching in one English-medium secondary school classroom. The participants were a Year 9 class (22 ākonga with varying ...