Response: Stephen Newnham – in defence of 21st century learning

Head of Technology at Lawrence Area School Stephen Newnham encourages anyone to produce the evidence that modern learning environments, pedagogies, digital technologies and other hallmarks of 21st century learning are adversely affecting outcomes.

Behaviour is the elephant in the classroom

What’s the secret to managing classroom behaviour and why is it so important? Tom Bennett, the UK’s “behaviour tsar”, explains. By Anna Clements.

Demystifying the d-word: the need for death education in New Zealand schools

While attitudes are slowly changing, the subject of death is still cloaked in stigma and taboo. JUDE BARBACK examines calls to educate children about death, dying and ageing.

Early Intervention – more than a funding injection needed

A $21.5 million funding boost for early intervention services can’t come soon enough for the early childhood education (ECE) sector, but is the current system in need of a shake-up too? JUDE BARBACK looks at what ECE centres need to see real change.

Modern teaching trends a “monstrous threat to social justice”

Education leader says despite good use of 21st century learning concepts, he has concerns about extreme interpretation and the wholesale promotion of the 21st century learning movement, and the denigration of traditional practice. By Anna Clements.

“If we wait until high school, it’s too late” – the urgent need for...

With an increasing number of Year 1 to 8 children with depression, severe anxiety and a tendency for self-harm, the need for counsellors in primary and intermediates schools has never been higher. By Rachel Helyer Donaldson.

“You’re about to go off the edge of a cliff” – UK expert fears...

Headmistress of a low-decile inner-city London school, Katharine Birbalsingh, believes traditional teaching methods and a curriculum driven by content are the hallmarks of a quality education. JUDE BARBACK was among those to attend her presentation last night.

Is it time to change New Zealand’s “white, middle-class” approach to reading?

Our approach to reading in New Zealand assumes children come to school with “white, middle-class experiences” and we need to take a good hard look at how we structure literacy learning. By Anna Clements.

Poverty and underachievement – are we any closer to understanding our biggest problem in...

Damning research from the OECD tells us that New Zealand’s most disadvantaged students struggle academically more than their overseas counterparts. Is it time to shift our focus to the many unique stories of student success that look beyond mere test results? By JUDE BARBACK.

How effective is the SWiS programme?

New research shows some encouraging results for the Social Workers in Schools (SWiS) programme.
Advertisement

LATEST

Technology and our tamariki – are we getting it right?

Paediatric physiotherapist Julie Cullen looks at the impacts of edu-gaming and time spent on devices on the wellbeing, development and educational outcomes of Kiwi kids. With so much research now to consider, are we getting it right when it comes to technology and our tamariki?