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Challenges for beginner writers
No full textThis article explores some of the challenges that young children face when they begin formalised literacy learning in the classroom, in particular to write.The challenges are discussed in terms of the transitions children are faced with when moving from family and community literacy practices to more explicit and formal school learning situations. How teachers can help children transition and learn the complex task of learning to write as emergent and early literates are disucssed relative to the writing process
A development perspective on mathematics teaching and learning: The case of multiplicative thinking
No full textThis paper looks at the issue of mathematics learning form a developmental perspective. It begins by focusing on the importance for teahers of understanding how mathematical thinking develops.The New Zealand Number Framework is used as an example of a developmetnal progression that is of particular relevance to the teaching of mathematics. The paper examines data from the Numberacy Development Project gathered by teachers using the diagnostice interview—the Numeracy Project Assessment (NumPA). The data comes from almost a quarter of a million students whose teachers have participated in the Numeracy Development Project over the past three years.The two major developmental progressions are explored in the paper—the transition from counting to part-whole strategies, and the move from additive to multiplcative part-whole thinking.The final section of the paper looks at some practical ways of fostering multiplicative thinking using structured materials.
"Schools have an obligation to the profession to induct beginning teachers": A narrative of a school with multiple beginning teachers on the staff
No full textWhy is it that some New Zealand primary schools invite and welcome beginning teachers, known as Provisionally Registered Teachers (PRTs), to be part of their staff.A narrative is presented here of one New Zealand primary school that employs several beginning teachers at a time.Information was generated from interviews with 1) the senior mangagement team; 2) Provissionally Registered Teachers (PRTs) on the staff; and 3) a recently-registered former PRT still teaching in the school. The information generated from the interviews was analysed for the reasons why such a proactive PRT employment stance is maintained and how the school goes about the process of induction for these beginning teachers. The analysis suggests the management team's stance comes from a sincere belief that schools have an obligation to the profession to help induct beginning teachers. It also shows that this school strives to ensure its induction process is educative in nature (challenging the ideas and practices of its PRTs) as well well as insturmental (providing support, advice and guidance on how to deliver the curriculum and meet registration requirements).Best-evidence (Ministy of Education. 2004) suggest the induction process can be more effective if such a two-fold approach is used. The narrative illustrates the importance of the attitudes and actions of the management team in establishing and maintaining this two-fold approach.