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Showing 1 to 15 of 20 results Save | Export
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Burland, Paul; Sleeman, Mike – Kairaranga, 2023
There is considerable evidence supporting the success of the Incredible Years Teacher (IYT) Programme. Despite this, few studies in Aotearoa New Zealand have investigated teachers' ongoing use of IYT strategies once they have completed their training. This research examined whether teachers felt they had embedded the use of IYT strategies in their…
Descriptors: Program Effectiveness, Teacher Attitudes, Self Efficacy, Program Implementation
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Lewis, Brooke – Kairaranga, 2022
The New Zealand Curriculum requires schools to be inclusive of all areas of diversity, highlighting the need for schools to ensure children of all genders feel physically and emotionally safe. Children develop concepts and expectations of gender norms at school which can influence self-esteem. Gender-inclusive classrooms are a safe environment for…
Descriptors: Foreign Countries, Early Childhood Teachers, Literacy Education, Educational Resources
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Moffat, Thecla K. – Kairaranga, 2022
This article seeks to highlight the importance of consciously implementing universal design for learning principles in practice in early childhood intervention. Universal design for learning (UDL) is based on three principles: (1) providing multiple means of engagement; (2) providing multiple means of representation; and (3) providing multiple…
Descriptors: Inclusion, Access to Education, Learner Engagement, Early Childhood Education
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Oxley, Margaret – Kairaranga, 2020
As a facilitator of the Incredible Years for Teachers Programme (IYT), I have found that the classroom management strategies participant teachers learned during the 6-month programme period have not been embedded and sustained in their use through time. This inquiry investigated the benefits and barriers to IYT being spontaneously, consistently…
Descriptors: Program Effectiveness, Teacher Attitudes, Workshops, Classroom Techniques
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Reynard, Kate – Kairaranga, 2019
A well-developed transition process between the early childhood setting and primary school is important when considering transition to school. This paper reports on an inquiry that focused on the enablers and barriers to a successful transition to school. The inquiry which used case studies at two schools involved interviews with new entrant,…
Descriptors: Transitional Programs, Kindergarten, Primary Education, Special Education
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Hunter, Jodie – Kairaranga, 2019
This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review…
Descriptors: Foreign Countries, Play, Teaching Methods, Elementary Education
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Chapman, James W. – Kairaranga, 2016
Findings are presented from a two-year longitudinal study involving the "Quick60 Foundation" programme for beginning readers. This programme is a 32 week whole-class literacy curriculum that systematically and explicitly teaches key early literacy skills. End of Year 2 literacy performances of students receiving this programme during…
Descriptors: Intervention, Literacy Education, Comparative Analysis, Accuracy
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Moffat, Thecla Kudakwashe; Laureta, Binky; Rana, Lata – Kairaranga, 2016
In early childhood education [ECE] settings, teachers need to be conscious of the diverse learning needs of individual children in their care. Meeting individual needs has roots in the rights discourse which aims to promote human rights, social justice and inclusion, removing barriers that may hinder learning for children with diverse needs…
Descriptors: Inclusion, Early Childhood Education, Early Childhood Teachers, Social Justice
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Annan, Jean; Carpenter, Rose – Kairaranga, 2015
The Learning and Change Network Strategy (LCN) was developed to raise students' achievement by appreciating, extending and enriching their learning environments. Throughout New Zealand there are 53 voluntary, networked communities of practice. They involve the active participation of students, teachers, parents, school leaders and community…
Descriptors: Foreign Countries, Academic Achievement, Networks, Educational Environment
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Caulcutt, Toia; Paki, Vanessa – Kairaranga, 2011
Early intervention and early childhood share a unique space in our early years education in Aotearoa/New Zealand. The assessment practices of the two are distinctively different and specific to each discipline. As assessment is a powerful agent for change and responsiveness to learners this article will unpack the reasoning behind these…
Descriptors: Early Intervention, Early Childhood Education, Foreign Countries, Educational Practices
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Margrain, Valerie – Kairaranga, 2010
This article shares narratives, or learning-informed stories, of young gifted learners. The purpose of the article is to document exceptionalities of the youngest gifted learners, supporting advocacy, and to demonstrate the merit of narrative approaches to assessment. Narrative assessment, including learning stories, is particularly useful for…
Descriptors: Academically Gifted, Personal Narratives, Teaching Methods, Young Children
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Hamilton, Michelle; Litterick-Biggs, Angela – Kairaranga, 2008
The Incredible Years parent training programme is a research-based therapy which aims to help families improve the behaviour of children with conduct difficulties in the early years, while the behaviour is malleable (Webster-Stratton & Reid, 2003). The short-term goals of the programme are to reduce conduct problems in children by increasing…
Descriptors: Foreign Countries, Parent Education, Parent Child Relationship, Young Children
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Bourne, Louise – Kairaranga, 2007
This article discusses and reflects on some issues that may arise when a child with special needs and their family transition from an early childhood setting into their chosen school. In this instance, the author examines the case of "Aroha", and considers specifics such as the writer's ethical and professional role as an early childhood…
Descriptors: Attention Deficit Disorders, Special Needs Students, Transitional Programs, Early Childhood Education
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Gilmore, Bill; Haslam, Vicky; Hitaua, Raewyn; Kent, Bruce; Tavui, Esther; Tu'ionetoa, Alison; Crosswell, Margaret – Kairaranga, 2007
The article shares some of the reflections of the project team who developed the "Do You Know Me? E Mohio Ana Koe Ki Ahau?" resource for educators, which aims to assist educators in both school and early childhood education services to clarify concerns about young children and take appropriate action. Issues discussed include the context…
Descriptors: Early Childhood Education, Young Children, Reflective Teaching, Reflection
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Margrain, Valerie; Clements, Shelley – Kairaranga, 2007
This article defines assessment exemplars and considers their purpose in New Zealand school and early childhood contexts. The role of exemplars in supporting assessment for learning and the extent to which education rights and inclusive practice are evident in exemplars are considered. The article suggests that learners with special education…
Descriptors: Children, Foreign Countries, Special Education, Special Needs Students
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