“Bootstrapping” students’ understanding of statistical inference

Maxine Pfannkuch, Sharleen Forbes, John Harraway, Stephanie Budgett and Chris Wild

2013

“Better to do than receive”: Learning to think historically through internally assessed course work

Mark Sheehan

2013

Inquiring minds, meaningful responses: Children’s interests, inquiries, and working theories

Helen Hedges and Maria Cooper (The University of Auckland) in partnership with Daniel Lovatt, Trish Murphy, and Niky Spanhake Small Kauri Early Childhood Education Centre) and Bianca Harper and Lindy Ashurst (Myers Park KiNZ Early Learning Centre)

2014

Pedagogical intersubjectivity: Teaching and learning conversations between children and teachers

Amanda Bateman

2013

On the edge: Shifting teachers’ paradigms for the future

Jane Gilbert and Ally Bull with Liesje Stevens and Margaret Giroux

2015

Moments of wonder, everyday events: Children’s working theories in action

Keryn Davis and Sally Peters

2011

Investigating the relationship between whole-school approaches to education for sustainability and student learning. A summary

Chris Eames, Miles Barker, Faye Wilson-Hill, and Barry Law

2009

Mathematics: She’ll be write!

Tamsin Meaney, Tony Trinick and Uenuku Fairhall

2009

Using multiplication and division contexts to enhance young children’s part–whole thinking in mathematics

Brenda Bicknell and Jenny Young-Loveridge

2015

Porous learning: what do families and schools need to know and do about learning@home in a digital environment to enhance children’s literacy?

Dr Rebecca Jesson, Maria Meredith and Naomi Rosedale

2015

School achievement: Why summer matters

Stuart McNaughton, Rebecca Jesson, Tone Kolose and Sophie Kercher

2012

Connecting curriculum; connecting learning; negotiation and the arts

Deborah Fraser, Viv Aitken, Graham Price, and Barbara Whyte

2012

Copy, cut, and paste: How does this shape what we know?

Elaine Khoo, Craig Hight, Rob Torrens, and Bronwen Cowie

2015

Children who learn in more than one language: Early childhood teachers afloat in plurilingual seas

Valerie N. Podmore, Helen Hedges, Peter J. Keegan and Nola Harvey

2015

Move, Act, Play, Sing (MAPS): Exploring early childhood arts teaching and learning strategies and concepts through community arts interventions

David Lines, Chris Naughton, John Roder, Jacoba Matapo, Marjolein Whyte, and Tiffany Liao

2014

Extending innovative e-learning leadership

Dr Niki Davis, Dr Julie Mackey and Carolyn Stuart

2015

Smoothing the path to transition

Lisa Emerson, Ken Kilpin and Angela Feekery

2015

Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: Caring for self, others and the environment in early years’ teaching and learning

Jenny Ritchie, Iris Duhn, Cheryl Rau, Janita Craw

2010

Designing knowledge building communities in secondary schools

Kwok-Wing Lai

2014

Children as teachers: families as learners

Margaret Carr, Jeanette Clarkin-Phillips, Rebecca Thomas, Garth Armstrong, Alison Beer, Neil Crowe, Lou Fruean, Bridie Greene, Jo Lowe, Cheri O’Brien, Carly Perrot, Andrea Shepherd, Andrea Tinning, Fiona Twaddle, Maiangi Waitai, Joy Wiles

2014

New Completed