• The contructivist paradigm and some implications for science content and pedagogy 

  Carr, Malcolm; Barker, Miles; Bell, Beverley; Biddulph, Fred; Jones, Alister; Kirkwood, Valda; Pearson, John; Symington, David (Longman, 1997)

  Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching ...

  

• Editorial 

  Bell, Beverley (Faculty of Education, University of Waikato, 2010)

  The article discusses various reports published within the issue including one by Beverley Bell on the use of theorizing in data analysis, the views on cross cultural research, and the collaboration between teachers and ...

  

• The effects of curricula and assessment on pedagogical approaches and on educational outcomes 

  Carr, Malcolm; McGee, Clive; Jones, Alister; McKinley, Elizabeth; Bell, Beverley; Barr, Hugh; Simpson, Tina (The Ministry of Education, 2005-06)

  The literature search was largely confined to large empirical studies and meta-analyses carried out in the last 5 years. The process adopted used electronic and physical searches and consultation with national and international ...

• Issues and challenges of using web blogs as a medium for research communication. 

  Hasim, Zuwati; De Luca, Rosemary; Bell, Beverley (Faculty of Education, University of Waikato, 2011)

  The advent of web-based technology has initially allowed millions of users to get hold of immense information and to communicate worldwide. In the field of education, for example, web-based technology has brought about ...

  

• Teacher development for formative assessment. 

  Bell, Beverley; Cowie, Bronwen (Faculty of Education, University of Waikato, 2001)

  This article reports on the teacher development that occurred during a two-year research project on the formative assessment practices of primary and secondary school teachers of science. The teacher development involved ...

  

• Local Curriculum Development in Sustainability Education in New Zealand Secondary Schools 

  Lockley, John Ward (The University of Waikato, 2018)

  Sustainability, though not well understood, is an increasingly important concept in society, and as such has become incorporated in school curricula. In New Zealand, sustainability was added to the national curriculum in ...

  

• Impediments to Effective Enactment of Early Childhood Education Curriculum and Pedagogy in Tanzania: Issues and Experiences of Teachers in Urban and Rural Pre-Schools 

  Mligo, Ignasia Renatus (University of Waikato, 2015)

  The purpose of this study was to investigate experiences, possibilities, and issues encountered by teachers in the enactment of early childhood education and care curriculum and pedagogy in the Tanzanian context. Worldwide, ...

  

• Improving the Quality of Mathematics Education:Two Teaching Modes and Taiwanese Student Learning 

  Chi, Hsiao-li (University of Waikato, 2015)

  Students’ and teachers’ long-term (i.e. three years) experiences in three classes of the traditional direct instruction and constructivist class discussion approach to the mathematics teaching at a Taiwanese junior high ...

  

• 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom 

  Nelson, Emily Jane (University of Waikato, 2014)

  A change in status for students to position them influentially as educational decision-makers with teachers is identified as a key dimension of student voice research and pedagogy. Despite over 30 years of student voice ...

  

• Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education 

  Forbes, Dianne Leslie (University of Waikato, 2012)

  This study looks at how students and staff experience asynchronous online discussion (AOD) within initial teacher education. The aim is to explore participant perspectives, including expectations of fellow participants, ...

  

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