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Health and physical education 2013
In 2013 the National Monitoring Study of Student Achievement assessed student achievement in two learning areas of the New Zealand Curriculumāhealth and physical education, and mathematics and statistics. This report focuses on health and physical education.
Summary
The National Monitoring Study of Student AchievementāWÄnangatia Te Putanga Tauiraāis designed to assess and understand student achievement across the New Zealand Curriculum at Year 4 and Year 8 in New Zealandās English-medium state schools. The main purposes of National Monitoring Study of Student Achievement are:
ā¢ to provide a snapshot of student achievement against the New Zealand Curriculum;
ā¢ to identify factors that are associated with achievement;
ā¢ to assess strengths and weaknesses across the curriculum;
ā¢ to measure change in student achievement over time; and
ā¢ to provide high quality, robust information for policy makers, curriculum planners and educators.
National Monitoring Study of Student Achievement assessed achievement inhealth and physical education in two ways: by using a measure of Critical Thinking in Health and Physical Education; and descriptive reporting of studentsā understanding of well-being, and the demonstration of a range of movement and strategic action skills within the contexts of games, and movement sequences.
The Critical Thinking in Health and Physical Education achievement measure was aligned to the levels of the New Zealand Curriculum.Other data related to studentsā, teachersā and principalsāviews of teaching and learning in health and physical education were also collected via questionnaires.
 
Report of the Investigative Research on the Reconstruction of Schools in Conjunction with Community Development ā Records and Examination of the Process of School Facilitiesā Reconstruction from Tsunami Damage after the Great East Japan Earthquake ā
Contents1. Background of the Investigative Research 1(1) Damage to public school facilities(2) The governmentās measures for reconstruction of schools in conjunction with community development (efforts in collaboration of three ministries)(3) Building a support system for efforts on reconstruction of schools in conjunction with community development2. Survey of school facility relocation plans, etc., in response to tsunami damage 2(1) Questionnaire survey(2) Interview survey3. Examination of school resumption and school facility reconstruction plans 3(1) Damage to school facilities for which relocation, etc. are planned(2) Actions when resuming school(3) Actions concerning reconstruction plans4. Dispatching experts to local governments planning relocation of school facilities 10(1) Request for support from Ishinomaki City(2) Support for Ishinomaki City(3) Outline of the basic plan5. Identified issues and countermeasures 17(1) Issues and countermeasures at the time of school resumption(2) Issues and countermeasures in reconstruction of schools in conjunction with community developmen
2021 SERA Annual Meeting Program and Abstracts
Southwest Educational Research Association
www.seraāedresearch.org
2021 Annual Meeting Program and Abstracts
February 3 - 5, 202
AERA-SIG Curriculum Newsletter
Issue No. 27https://digitalcommons.georgiasouthern.edu/sig-newsletters/1024/thumbnail.jp
AERA-SIG Curriculum Newsletter
Issue No. 18https://digitalcommons.georgiasouthern.edu/sig-newsletters/1019/thumbnail.jp
AERA-SIG Curriculum Newsletter
Issue No. 26https://digitalcommons.georgiasouthern.edu/sig-newsletters/1023/thumbnail.jp
AERA-SIG Curriculum Newsletter
Issue No. 2https://digitalcommons.georgiasouthern.edu/sig-newsletters/1011/thumbnail.jp
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