Waikato Journal of Education

Vol. 4 (2000)

Published June 6, 2017
https://doi.org/10.15663/tandc.v4i1

Editorial

Ken Carr
Editorial
https://doi.org/10.15663/tandc.v4i1.231
PDF

Opinion Piece

Annette Hill
Opinion
https://doi.org/10.15663/tandc.v4i1.232
PDF

Articles

Miles Barker
Learning theories across the twentieth century: Public content and private images
https://doi.org/10.15663/tandc.v4i1.233
PDF
Clare Henderson
Music technology and gender: Implications for the music classroom
https://doi.org/10.15663/tandc.v4i1.234
PDF
Val Rolfe
How do we assess mathematics in a constructivist way?
https://doi.org/10.15663/tandc.v4i1.235
PDF
Robyn Mills
A critical examination of the New Zealand science curriculum
https://doi.org/10.15663/tandc.v4i1.236
PDF
Fred Biddulph, Merilyn Taylor, Jeanne Biddulph
Intellectual tools for probing beneath the curriculum canopy
https://doi.org/10.15663/tandc.v4i1.237
PDF
Lynley Stewart
Professional development and implementation for a new Health and Physical Education curriculum
https://doi.org/10.15663/tandc.v4i1.238
PDF
Anthony Blake, Douglas Newton
Some lessons from children's ideas about what it is like inside the earth
https://doi.org/10.15663/tandc.v4i1.239
PDF
Fred Biddulph, Judy Bailey
The power and potential of the humble calculator in primary mathematics
https://doi.org/10.15663/tandc.v4i1.240
PDF
Gregory Lee, Howard Lee, Debbie Hill
Primary school assessment in New Zealand: Some issues and concerns
https://doi.org/10.15663/tandc.v4i1.241
PDF
Rod Bramald
Helping pre-service teachers to understand just why learning to count is not easy for young children
https://doi.org/10.15663/tandc.v4i1.242
PDF
Ken Carr, Jan Gray
Why are Dutch students good at maths?
https://doi.org/10.15663/tandc.v4i1.243
PDF
Gray Clayton
Presentation: A key part of the learning process
https://doi.org/10.15663/tandc.v4i1.244
PDF
R. Graham Oliver
An introduction to philosophy for children
https://doi.org/10.15663/tandc.v4i1.245
PDF

Book Review

Gregory Lee, Howard Lee
Reforming Education: The New Zealand Experience, 1984-1996
https://doi.org/10.15663/tandc.v4i1.246
PDF