Trustee perspectives 3 Parent and whānau perspectives 4 Resources and support 4 Support and challenge 4 Communities of Learning 5 Issues facing secondary schools 5 2. Supporting students' learning 6 Laying the foundations in Years 9 and 10 6 Students' progress and curriculum at Years 9 and 10 8 Key competency learning experiences for students 9 The role of metatalk 11 The contribution of assessment practices to learning to learn 13 What are the barriers to teachers making changes? 15 Summary and discussion 16 3. Working with NCEA 17 An overview of principals' and teachers' views of NCEA 18 Consolidation of support for NCEA 19 Is NCEA seen as a credible qualification in the wider community? 20 Alternative qualifications 21 A focus on achievement, retention and transitions 21 Pressure to improve NCEA results 22 Responding to the needs of all learners 22 Vocational pathways 23 School systems to design and track learning pathways 23 Supporting students to stay on their qualification pathway 25 Teachers' curriculum thinking 25 The impact of NCEA on teacher workloads 26 Impacts for students 27 Summary and discussion 28 4. Learning with digital technology 30 School infrastructure and support for using digital technology 31 Support for teachers to implement learning with digital technology 33 Students' access to digital technology 34 Providing learning experiences with digital technology 34 Effects of learning with digital technology 37 Teachers' comments 40 How teachers were using online resources and technologies 42 Parent and whānau views of learning with digital technology 44 Trustees' perspectives 45 Summary and discussion 45

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Internationally, associations between mathematics achievement and various beliefs and attitudes related to learning are well established. In this article, the findings of five studies are examined to identify patterns in New Zealand students' mathematics-related beliefs and attitudes, and their relationships with achievement. Each study included an assessment of students' beliefs and attitudes as well as their mathematics achievement, involved students in the 5 to 13-year-old range, and was reported in the 2009-2015 period. Students' beliefs and attitudes were measured at various levels of specificity, ranging from beliefs about the malleability of intelligence, to confidence in their general mathematics ability, to task-specific mathematics self-efficacy judgments. It will be argued that using task-specific measures of students' mathematics self-efficacy is of particular value for revealing a relationship between achievement and self-belief, and that teacher-implemented micro-interventions can be effective in strengthening both achievement and self-belief.

Purpose: This article examines how and why four leadership functions are enacted in an elementary school, with a focus on hierarchical and "heterarchical" configurations of leadership. Research Design: The data were collected using an exploratory 2-year case study approach, and the data set comprises one-on-one interviews and relevant school documentation from school leaders and numeracy lead teachers engaged in reforming their mathematics teaching at an urban elementary school in a large New Zealand city.

The inclusion of games in mathematics programmes is widely believed to foster the enjoyment of mathematics. The focus of this paper is on fluctuations in emotional climate during the playing of whole-class mathematics games. A multimethod approach drawing on the sociology of emotions was employed to explore changes in the classroom emotional climate that were associated with game playing. The event-oriented inquiry was conducted with two teachers and a class of 10- to 13-year-olds in a New Zealand classroom during mathematics sessions. Over a series of eight mathematics lessons, there were three noticeable fluctuations in emotional climate, all of which occurred during whole-class games. Our analysis of these three events identified a successful interaction with dramatic emotional energy associated with a positive emotional climate, a successful interaction with undramatic emotional energy associated with positive emotional climate, and an unsuccessful interaction associated with negative emotional climate with interactional repair. The third event also illustrated how the incomplete nature of a game’s rules can provide an opportunity for a negative emotional climate to be associated with game playing. The taken-for-granted wisdom that whole-class mathematics games can enhance emotional aspects of a classroom learning environment is supported by some of our evidence.