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Back to school

By Stacey Anyan
North & South, July/Aug 2019, p. 66-71.

Reports on the author's return to primary school teaching after 14 years. Talks about pay disputes, morale across the sector, the impact of technology, and modern learning environments.

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Best schools in Auckland

Metro, July/Aug 2019, p. 58-86.

Presents a guide to the academic performance of high schools in Auckland. Includes tables listing 2017 achievement rates for each school.

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You are what you earn?

By David Willetts
Times higher education 2403, 2019, p. 37-41.

Critiques the use of large datasets that link graduate incomes to students' records in the UK.

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Can they stand the heat?

By Will Hazell
Times educational supplement 5347, 2019, p. 36-43.

Looks at recent changes to the UK's secondary examinations system and asks whether they have led to increased levels of stress and anxiety among students.

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Digital data in New Zealand schools: policy reform and school leadership

By Louise Starkey & Elizabeth Eppel
Educational management administration & leadership 47 (4), 2019, p. 640-658.

Examines the influence that national policy has had on the use of data in New Zealand primary and secondary schools. Talks about power relations between schools and policymakers and associated challenges faced by school leaders. Reports on interviews conducted in 16 New Zealand schools that explored the types of data available in each school, how they are used and how principals, as leaders in these self-managing schools, would like to be able to use the data.

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Are we victims of a curriculum 'dictatorship'?

By Kate Parker
Times educational supplement 5345, 2019, p. 42-49.

Describes Finland's curriculum review process, which empowers teachers to regularly update their curriculum in order to keep pace with the new skills students need in a rapidly changing world. Compares and contrasts this process with the way England reviews its curriculum.

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Value, practice and proficiency: teachers' complex relationship with assessment for learning

By Christopher Charles Deneen, Gavin T.L. Brown et al.
Teaching and teacher education 80, 2019, p. 39-47.

Examines secondary teachers' school-based assessment for learning (AfL) practices. Comments on the tensions between external, formalised exam systems and AfL.

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Early influences of the fees-free policy on university students in Aotearoa New Zealand

By Valerie A. Sotardi, Elyse Thompson & Erik Brogt
New Zealand journal of educational studies 54 (1), 2019, p. 139-156.

Investigates whether the fees-free policy has influenced New Zealand undergraduate students' decisions to enrol in university.

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Who is supporting the career development of refugees? The role of grassroots organisations

By Gill Frigerio & Rabia Nasimi
Journal of the National Institute for Career Education and Counselling 42 (1), 2019, p. 40-46.

Explores issues in career development provision for resettled refugees in the UK. Focuses on the role of grassroots organisations in meeting such needs.

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The impact of standards-based assessment on knowledge for history education in New Zealand

By Barbara Mary Ormond
Assessment in education: principles, policy & practice 26 (2), 2019, p. 143-165.

Examines how a standards-based form of assessment in operation in New Zealand has impacted upon the knowledge taught to secondary history students.

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