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Student Perceptions of the ‘Good’ Teacher and ‘Good’ Learner in New Zealand Classrooms

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Student Voice in Mathematics Classrooms around the World

Part of the book series: Learner’s Perspective Study ((LEPEST))

Abstract

What constitutes ‘good’ teaching and ‘good’ learning is a complex and controversial issue. Educational agencies in New Zealand, like those in other western countries, have called for synthesis of research evidence (see Anthony & Walshaw, 2007; Stanley, 2008; Ingvarson, Beavis, Bishop, Peck, & Elsworth, 2004; National Mathematics Advisory Panel, 2008; Sullivan, 2011) to inform policy and professional development initiatives aimed at improving the quality of teaching and learning outcomes.

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Author information

Authors and Affiliations

  1. College of Education, Massey University, New Zealand

    Glenda Anthony

Authors
  1. Glenda Anthony
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Editor information

Editors and Affiliations

  1. Nanyang Technological University, Singapore

    Berinderjeet Kaur

  2. Massey University, New Zealand

    Glenda Anthony

  3. Kanazawa University, Japan

    Minoru Ohtani

  4. Melbourne University, Australia

    David Clarke

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© 2013 Sense Publishers

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Anthony, G. (2013). Student Perceptions of the ‘Good’ Teacher and ‘Good’ Learner in New Zealand Classrooms. In: Kaur, B., Anthony, G., Ohtani, M., Clarke, D. (eds) Student Voice in Mathematics Classrooms around the World. Learner’s Perspective Study. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-350-8_12

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