No abstract

No abstract

No abstract

The notion of a community of learners where all participants are treated as valuable, able, and responsible was investigated. This article reports on the findings of the first year of a two-year study that examined a range of practices designed to promote an inviting learning-centered classroom community, tailored to cater more effectively to the diverse needs of all participants. The findings are congruent with the tenet that the core of an effective school program is knowledgeable teachers who have the expertise and inclination to encourage all children to reach their potentials

This article examines a national educational system that is founded on the premise that the individual student is the center of all learning and teaching. By drawing on her first-hand knowledge and experiences, the author presents an overview of the New Zealand student-centered curriculum. Central to this overview is: (a) a brief discussion of the beliefs New Zealand educators and the community have about children’s learning, (b) an examination of the guiding principles that underlie the assessment of children’s learning and how these translate into practice, and (c) a discussion of issues of accountability at the local and national levels of the educational system.