Curriculum Matters

 


*** Please contact your local library or the journal's publisher to obtain these articles ***

2008 – Volume 4


Caught In Between: How the Scientific Management of Education in New Zealand Made History History

Fountain, Gregor

Communicating, Thinking, and Tools: Exploring Two of the Key Competencies
Mcchesney, Jane; Cowie, Bronwen

Curriculum Integration in Secondary Schools
Locke, John

Editorial: Curriculum Options: Being, Knowing, and Exploring
Begg, Andy

Educating For Ethical Know-How: Curriculum in a Culture of Participation and Complicity
Sumara, Dennis; Davis, Brent; Iftody, Tammy

Engaging Curriculum for the Middle Years
Bishop, Penny; Downes, John

Learning Additional Languages in New Zealand's Schools: The Potential and Challenge of the New Curriculum Area
East, Martin

The New Zealand Curriculum and Preservice Teacher Education: Public Document, Private Perceptions
Barker, Miles

Ontological Centring and Education
Neyland, Jim

Thinking in Hypertext: Interrupting the Mindset of Schooling
Luce-Kapler, Rebecca

Using Narrative Inquiry to Explore Mathematics Curriculum
Bailey, Judy

 

2007 – Volume 3


Editorial: Half Empty or Half Full?

Begg, Andy

Engaging Teachers in Curriculum Change
Hipkins, Rosemary

Epistemological Voyaging: Thinking About Maori-Centric Curriculum
Edwards, Shane; Lambert, Jamie; Tauroa, Miriata

Grab That Kite! Teaching Mathematics in Te Reo Mäori
Fairhall, Uenuku; Trinick, Tony; Meaney, Tamsin

Leadership in Technology Education
Blewett, Kristine; Cowie, Bronwen

Montessori Mathematics in Early Childhood Education
Chisnall, Nicola; Maher, Marguerite

Negotiating Spirituality in Teacher Education
Kung, Nancy

Planning and Developing a Social Studies Programme: A Case for “Serious Talk” In the Syndicate
Browne, Isabel R

The Spectre of the Literary Curriculum
Neyland, Jim

Subjunctive Spaces Of Curriculum: On the Importance of Eccentric Knowledge
Sumara, Dennis; Davis, Brent

Towards a New Technological Literacy: Curriculum Development with a Difference
Compton, Vicki; France, Bev

The Untold Story of Assessment
Neyland, Jim

 

2006 – Volume 2


Editorial

What matters in the curriculum?
Andy Begg

Articles

Signalling shifts in meaning: the experience of Social Studies curriculum design
Graeme Aitken

Literacy and the achievement gap
Geraldine McDonald

Key competencies: a new way forward or more of the same?
Alan Reid

The literacy curriculum and the denial of backgrounds
Jim Neyland

A thinking curriculum
Pam Hook

Questions for a twenty-first century senior secondary curriculum
Rachel Bolstad

Listening to student voice
Mauriceette Hamilton

Mathematics education in the English and French context and the implications for New Zealand of a “Europeanised” curriculum
Stephanie Ng

Conceptions of curriculum: a framework for understanding New Zealand’s curriculum framework and teachers’ opinions
Gavin T. L. Brown

Once were curriculum developers
Harvey McQueen

The draft New Zealand Curriculum
Santa Cubitt

 

2005 – Volme 1


Why curriculum matters to me

Andy Begg

Looking back, looking forward: Three decades of early childhood curriculum development in Aotearoa New Zealand
Joce Nuttall

New times: The place of literacies and English in the curriculum
Libby Limbrick and Margaret Aikman

Citizenship education in the curriculum: does it have a place?
Carol Mutch

Learning to “be” in a new century: Reflections on a curriculum in transition
Rosemary Hipkins

Transnumerative thinking: finding and telling stories within data
Helen Chick, Maxine Pfannkuch and Jane Watson

Towards an ethically oriented curriculum: Resisting the growth of instrumentalism
Jim Neyland

Who cares? Students’ values and the mathematics curriculum
Jude Ocean

Attempting to capture the intangible: Spirituality in state education
Deborah Fraser and Peter Grootenboer

Curriculum integration in the junior secondary school
Jedd Bartlett

School-based curriculum development: Is it coming back into fashion?
Rachel Bolstad

Key competencies in the New Zealand curriculum development through consultation
Justine Rutherford

 


This site is kindly supported by the Institute of Education, Massey University.