-
1
-
-
34347356936
-
Education for the knowledge age: Design centered models of teaching and instruction
-
P. Alexander & P. Winne (Eds.), (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates
-
Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design centered models of teaching and instruction. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2006)
Handbook of educational psychology
, pp. 695-713
-
-
Bereiter, C.1
Scardamalia, M.2
-
2
-
-
85037088476
-
-
Paper presented at the New Zealand Association for Research in Education annual conference, Dunedin, New Zealand, December. Retrieved November 25
-
Bolstad, R., Boyd, S., & Hipkins, R. (2005). Students as lifelong learners: Reflections on student data from the Curriculum Innovations Projects. Paper presented at the New Zealand Association for Research in Education annual conference, Dunedin, New Zealand, December. Retrieved November 25, 2010, from http://www. nzcer. org. nz/default. php?products_id=2714
-
(2005)
Students as lifelong learners: Reflections on student data from the Curriculum Innovations Projects
-
-
Bolstad, R.1
Boyd, S.2
Hipkins, R.3
-
4
-
-
84858005494
-
-
Wellington, New Zealand: NZCER Press
-
Bolstad, R., Roberts, J., Boyd, S., & Hipkins, R. (2009). Kick starts; Key competencies: Exploring the potential of participating and contributing. Wellington, New Zealand: NZCER Press.
-
(2009)
Kick starts; Key competencies: Exploring the potential of participating and contributing
-
-
Bolstad, R.1
Roberts, J.2
Boyd, S.3
Hipkins, R.4
-
5
-
-
84886312709
-
-
Retrieved February 10
-
Carr, M. (2006). Dimensions of strength for key competencies. Retrieved February 10, 2008, from http://nzcur-riculum. tki. org. nz/curriculum_project_archives/references
-
(2006)
Dimensions of strength for key competencies
-
-
Carr, M.1
-
6
-
-
84860659681
-
Can assessment unlock and open the doors to resourcefulness and agency
-
S. Swaffield (Ed.), London/New York: Routledge
-
Carr, M. (2008). Can assessment unlock and open the doors to resourcefulness and agency? In S. Swaffield (Ed.), Unlocking assessment. Understanding for reflection and application (pp. 36-54). London/New York: Routledge.
-
(2008)
Unlocking assessment. Understanding for reflection and application
, pp. 36-54
-
-
Carr, M.1
-
8
-
-
0002233166
-
Assessment of complex performances: Limitations of key measurement assumptions
-
Delandshere, G., & Petrosky, A. (1998). Assessment of complex performances: Limitations of key measurement assumptions. Educational Researcher, 27(2), 14-24.
-
(1998)
Educational Researcher
, vol.27
, Issue.2
, pp. 14-24
-
-
Delandshere, G.1
Petrosky, A.2
-
9
-
-
2442601415
-
School engagement: Potential of the concept, state of the evidence
-
Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
-
(2004)
Review of Educational Research
, vol.74
, Issue.1
, pp. 59-109
-
-
Fredricks, J.1
Blumenfeld, P.2
Paris, A.3
-
10
-
-
84923519528
-
A sociocultural perspective on opportunity to learn
-
P. Moss, D. Pullin, J. Gee, E. Haertel, & L. Young (Eds.), Cambridge, UK/New York/ Melbourne, Australia/Madrid, Spain/Cape Town, South Africa/Singapore/Sao Paulo, Brazil/Delhi, India: Cambridge University Press
-
Gee, J. (2008). A sociocultural perspective on opportunity to learn. In P. Moss, D. Pullin, J. Gee, E. Haertel, & L. Young (Eds.), Assessment, equity and opportunity to learn (pp. 76-108). Cambridge, UK/New York/ Melbourne, Australia/Madrid, Spain/Cape Town, South Africa/Singapore/Sao Paulo, Brazil/Delhi, India: Cambridge University Press.
-
(2008)
Assessment, equity and opportunity to learn
, pp. 76-108
-
-
Gee, J.1
-
12
-
-
79960094183
-
Introduction
-
P. Moss, D. Pullin, J. Gee, E. Haertel, & L. Young (Eds.), Cambridge, UK/New York/ Melbourne, Australia/Madrid, Spain/Cape Town, South Africa/Singapore/Sao Paulo, Brazil/Delhi, India: Cambridge University Press
-
Haertel, E., Moss, P., Pullin, D., & Gee, J. (2008). Introduction. In P. Moss, D. Pullin, J. Gee, E. Haertel, & L. Young (Eds.), Assessment, equity and opportunity to learn (pp. 1-16). Cambridge, UK/New York/ Melbourne, Australia/Madrid, Spain/Cape Town, South Africa/Singapore/Sao Paulo, Brazil/Delhi, India: Cambridge University Press.
-
(2008)
Assessment, equity and opportunity to learn
, pp. 1-16
-
-
Haertel, E.1
Moss, P.2
Pullin, D.3
Gee, J.4
-
13
-
-
35648974110
-
Approaches to teaching thinking: Towards a conceptual mapping of the field
-
Harpaz, Y. (2007). Approaches to teaching thinking: Towards a conceptual mapping of the field. Teachers College Record, 109(8), 1845-1874.
-
(2007)
Teachers College Record
, vol.109
, Issue.8
, pp. 1845-1874
-
-
Harpaz, Y.1
-
14
-
-
57449105090
-
-
Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved November 25
-
Hipkins, R. (2006). The nature of the key competencies. A background paper. Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved November 25, 2010, from http://keycompetencies. tki. org. nz/Resourcebank/Introducing-key-competencies2/Key-resources
-
(2006)
The nature of the key competencies. A background paper
-
-
Hipkins, R.1
-
15
-
-
80051589919
-
-
Retrieved February 10
-
Hipkins, R. (2007). Assessing key competencies: Why would we? How could we? Retrieved February 10, 2009, from http://nzcurriculum. tki. org. nz/implemen-tation_packs_for_schools/assessing_key_competen-cies_why_would_we_how_could_we
-
(2007)
Assessing key competencies: Why would we? How could we
-
-
Hipkins, R.1
-
16
-
-
84861342132
-
-
Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved November 25, 2010
-
Hipkins, R. (2010a). The evolving NCEA. Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved November 25, 2010, from http://www. nzcer. org. nz/default. php?products_id=2529
-
(2010)
The evolving NCEA
-
-
Hipkins, R.1
-
17
-
-
84861343014
-
The recursive elaboration of key competencies as agents of curriculum change
-
Hipkins, R., & Boyd, S. (2011). The recursive elaboration of key competencies as agents of curriculum change. Curriculum Matters, 7, 70-86
-
(2011)
Curriculum Matters
, vol.7
, pp. 70-86
-
-
Hipkins, R.1
Boyd, S.2
-
18
-
-
79958170581
-
Some reflections on the philosophical and pedagogical challenges of transforming education
-
Hipkins, R., Bull, A., & Reid, A. (2010). Some reflections on the philosophical and pedagogical challenges of transforming education. Curriculum Journal, 21(1), 109-118.
-
(2010)
Curriculum Journal
, vol.21
, Issue.1
, pp. 109-118
-
-
Hipkins, R.1
Bull, A.2
Reid, A.3
-
19
-
-
34248509654
-
Staying in science 2: Transition to tertiary study from the perspectives of New Zealand Year 13 science students
-
Wellington, New Zealand: Report prepared for New Zealand Ministry of Research, Science and Technology (MoRST). Retrieved November 25, 2010
-
Hipkins, R., Roberts, J., Bolstad, R., & Ferral, H. (2006). Staying in science 2: Transition to tertiary study from the perspectives of New Zealand Year 13 science students. Wellington, New Zealand: Report prepared for New Zealand Ministry of Research, Science and Technology (MoRST). Retrieved November 25, 2010, from http://www.nzcer.org.nz/pdfs/14605.pdf
-
(2006)
-
-
Hipkins, R.1
Roberts, J.2
Bolstad, R.3
Ferral, H.4
-
20
-
-
84858037357
-
-
(Final report of the Learning Curves project). Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved November 25
-
Hipkins, R., Vaughan, K., with Beals, F., Ferral, H., & Gardiner, B. (2005). Shaping our futures: Meeting secondary students' learning needs in a time of evolving qualifications (Final report of the Learning Curves project). Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved November 25, 2010, from http://www. nzcer. org. nz/default. php?products_id=1583
-
(2005)
Shaping our futures: Meeting secondary students' learning needs in a time of evolving qualifications
-
-
Hipkins, R.1
Vaughan, K.2
with Beals, F.3
Ferral, H.4
Gardiner, B.5
-
21
-
-
34248509654
-
-
Wellington, New Zealand: Report prepared for New Zealand Ministry of Research, Science and Technology (MoRST). Retrieved November 25
-
Hipkins, R., Roberts, J., Bolstad, R., & Ferral, H. (2006). Staying in science 2: Transition to tertiary study from the perspectives of New Zealand Year 13 science students. Wellington, New Zealand: Report prepared for New Zealand Ministry of Research, Science and Technology (MoRST). Retrieved November 25, 2010, from http://www. nzcer. org. nz/pdfs/14605. pdf
-
(2006)
Staying in science 2: Transition to tertiary study from the perspectives of New Zealand Year 13 science students
-
-
Hipkins, R.1
Roberts, J.2
Bolstad, R.3
Ferral, H.4
-
22
-
-
84858037357
-
-
(Final report of the Learning Curves project). Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved November 25
-
Hipkins, R., Vaughan, K., with Beals, F., Ferral, H., & Gardiner, B. (2005). Shaping our futures: Meeting secondary students' learning needs in a time of evolving qualifications (Final report of the Learning Curves project). Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved November 25, 2010, from http://www. nzcer. org. nz/default. php?products_id=1583
-
(2005)
Shaping our futures: Meeting secondary students' learning needs in a time of evolving qualifications
-
-
Hipkins, R.1
Vaughan, K.2
with Beals, F.3
Ferral, H.4
Gardiner, B.5
-
23
-
-
62749121702
-
-
Wellington, New Zealand: Learning Media
-
Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.
-
(2007)
The New Zealand curriculum
-
-
-
25
-
-
55849132129
-
Key competencies: A new way forward or more of the same
-
Reid, A. (2006). Key competencies: a new way forward or more of the same? Curriculum Matters, 2, 43-62.
-
(2006)
Curriculum Matters
, vol.2
, pp. 43-62
-
-
Reid, A.1
-
26
-
-
44049093402
-
-
Canberra, Australia: Australian Government: Department of Education, Science and Training
-
Russell, J., Ainley, M., & Frydenberg, E. (2005). Issues digest: Motivation and engagement. Canberra, Australia: Australian Government: Department of Education, Science and Training.
-
(2005)
Issues digest: Motivation and engagement
-
-
Russell, J.1
Ainley, M.2
Frydenberg, E.3
-
29
-
-
84940033546
-
-
New York: Oxford University Press
-
Wertsch, J. (1998). Mind as action. New York: Oxford University Press.
-
(1998)
Mind as action
-
-
Wertsch, J.1
-
30
-
-
85020358843
-
-
Wellington, New Zealand: Ministry of Education. Retrieved November 25
-
Wylie, C., Hipkins, R., & Hodgen, E. (2009). On the edge of adulthood: Young people's school and out-of-school experiences at 16. Wellington, New Zealand: Ministry of Education. Retrieved November 25, 2010, from http://www. nzcer. org. nz/content/competent-learners-edge-adulthood. pdf
-
(2009)
On the edge of adulthood: Young people's school and out-of-school experiences at 16
-
-
Wylie, C.1
Hipkins, R.2
Hodgen, E.3
-
31
-
-
84880976422
-
Trajectories and patterns of student engagement: Evidence from a longitudinal study
-
S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.) New York: Springer
-
Wylie, C., & Hodgen, E. (2012). Trajectories and patterns of student engagement: Evidence from a longitudinal study. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 585-599). New York: Springer.
-
(2012)
Handbook of research on student engagement
, pp. 585-599
-
-
Wylie, C.1
Hodgen, E.2
|