Now showing items 1-5 of 5

  • Best intentions: Using convergent practices divergently

    Whyte, Barbara; Deane, Penny (Te Kura Toi Tangata Faculty of Education, 2017)
    Summative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. ...
  • Best intentions: Using convergent practices divergently

    Whyte, Barbara; Deane, Penny (Wilf Malcolm Institute of Educational Research, 2017)
    Summative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. ...
  • Coming out of the closet: From single-cell classrooms to innovative learning environments

    Whyte, Barbara; House, Nik House; Keys, Nikki (Wilf Malcolm Institute of Educational Research, 2016)
    The New Zealand Ministry of Education encourages schools to update to flexible learning spaces and activate teaching approaches that augment such physical settings. Many schools have embraced the concept of innovative ...
  • Interactive group activity: a socially mediated tool for opening an interpretive space in classroom research

    Whyte, Barbara; Fraser, Deborah; Aitken, Vivienne Jane; Price, Graham (Routledge, 2012)
    An ongoing challenge in classroom research is to understand children’s perspectives on their learning. While learning is highly individual, it is also significantly social and this raises methodological challenges. An ...
  • Weaving a "Hybrid Mat": Samoa meets the Solomons.

    Whyte, Barbara (Faculty of Education, University of Waikato, 2011)
    Developed nations providing aid and educational support for less wealthy countries, have frequently imposed their own ideas and practices in a top-down manner. A recent collaborative aid project between the New Zealand and ...

Barbara Whyte has 6 co-authors in Research Commons.