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Set: Research Information for Teachers最新文献

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Teaching the Mana Model—A Māori framework for reconceptualising student success and thriving 玛娜模式教学--重新认识学生成功与茁壮成长的毛利框架
Set: Research Information for Teachers Pub Date : 2024-02-28 DOI: 10.18296/set.1545
Melinda Webber
{"title":"Teaching the Mana Model—A Māori framework for reconceptualising student success and thriving","authors":"Melinda Webber","doi":"10.18296/set.1545","DOIUrl":"https://doi.org/10.18296/set.1545","url":null,"abstract":"This article explores how schools and educators can create learning environments that foster the innate mana of students. Mana is a concept that comes from a Māori worldview and refers to a person’s sense of authority, influence, self-efficacy, purpose, pride, and belonging. The Mana Model contends that student thinking, behaviour, and wellbeing are motivated by the desire to achieve a sense of mana. The Mana Model explains how student connectedness, belonging to place, cultural identity, academic efficacy, and willingness to develop diverse academic, cross-cultural, social, and psychological competences are crucial foundations for learning and should be central to learning environments, teaching pedagogy, and practice.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Conversations about complex issues 关于复杂问题的对话
Set: Research Information for Teachers Pub Date : 2023-06-01 DOI: 10.18296/set.1524
S. Trask, Erica D'Souza, B. Swinburn, Jacquie Bray
{"title":"Conversations about complex issues","authors":"S. Trask, Erica D'Souza, B. Swinburn, Jacquie Bray","doi":"10.18296/set.1524","DOIUrl":"https://doi.org/10.18296/set.1524","url":null,"abstract":"How do we support learning and teaching about complex issues? Researchers from the University of Auckland worked with 54 students and teachers from three Auckland secondary schools to evaluate health-science learning designed to investigate this question. The instructional strategies based on context familiarity, systems thinking, and narrative pedagogies can be adapted to support learning about other contexts involving complex issues.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"131 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133488546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Te Puna Taiao: How can our outdoor spaces provide meaningful interactions for tamariki and communities? the Puna Taiao:我们的户外空间如何为tamariki和社区提供有意义的互动?
Set: Research Information for Teachers Pub Date : 2023-05-25 DOI: 10.18296/set.1525
Hannah Simmonds, Erin M. Green
{"title":"Te Puna Taiao: How can our outdoor spaces provide meaningful interactions for tamariki and communities?","authors":"Hannah Simmonds, Erin M. Green","doi":"10.18296/set.1525","DOIUrl":"https://doi.org/10.18296/set.1525","url":null,"abstract":"The connection between the environment and our individual wellbeing can be seen through our indigenous histories, traditional ways of living, and understanding of health benefits of living in balance with our land, water, and sky. Educational settings can be reimagined and transformed to better use outdoor spaces and build the wellbeing of our tamariki and their whānau. This article shares learnings from five communities that have been on a journey to understand how to redesign and use their educational spaces differently so that their students, and the wider communities they serve, can experience improved wellbeing.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132976767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning is fun, or at least it should be 学习是有趣的，或者至少应该是
Set: Research Information for Teachers Pub Date : 2023-05-25 DOI: 10.18296/set.1522
Rāwini Ngaamo, Dawn Lawrence
{"title":"Learning is fun, or at least it should be","authors":"Rāwini Ngaamo, Dawn Lawrence","doi":"10.18296/set.1522","DOIUrl":"https://doi.org/10.18296/set.1522","url":null,"abstract":"This article is written in response to listening to teachers query the place of fun in learning. Students often express that learning should be fun but teachers are often unsure what they mean by this and whether fun is actually important to learning. We have drawn some relevant understandings and views together to promote further conversation and learning around these questions in support of our professional development work alongside teachers, leaders, students, and whānau to develop effective relational and responsive pedagogy.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133597327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning from each other: A framework from the field 相互学习:一个来自领域的框架
Set: Research Information for Teachers Pub Date : 2023-05-25 DOI: 10.18296/set.1526
Cherie Chu-Fuluifaga, Martyn Reynolds
{"title":"Learning from each other: A framework from the field","authors":"Cherie Chu-Fuluifaga, Martyn Reynolds","doi":"10.18296/set.1526","DOIUrl":"https://doi.org/10.18296/set.1526","url":null,"abstract":"Parents of Pacific learners are clear about what they want their childrens’ teachers to know. Teachers can make good sense of such knowledge when it is gifted to them if they are well-supported. This article is a preliminary account of a Teaching and Learning Research Initiative project, Learning From Each Other. The article describes an appropriate learning framework to support teachers of Pacific learners which leverages the potential of parent–teacher relationships to be the beating heart of Pacific education. The argument, driven by data from two case studies, points to the significance of a number of features as framework elements when seeking sustained positive change in Pacific education. These are: a context in which teachers see, and are motivated by, a need for change; talanoa as supportive exploratory process; exposure to resources (Pacific parent voice, Pacific origin theory, navigators); sufficient opportunity to learn; and a growth mindset. By linking these elements into a framework, we seek to support the effectiveness of activities designed to help teachers serve their Pacific (and other) learners better.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116541579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Professional learning in mathematics 数学专业学习
Set: Research Information for Teachers Pub Date : 2023-05-25 DOI: 10.18296/set.1527
Robin Proffitt-White, J. Fisher, Julie S. Roberts
{"title":"Professional learning in mathematics","authors":"Robin Proffitt-White, J. Fisher, Julie S. Roberts","doi":"10.18296/set.1527","DOIUrl":"https://doi.org/10.18296/set.1527","url":null,"abstract":"Late in 2022 Julie Roberts and Jonathan Fisher caught up with Rob Proffitt-White to find out about the recent professional learning workshops he ran with teachers and school leaders around New Zealand. They asked Rob about the underlying approach to the short-term Just-in-Time Maths initiative and his thoughts about future professional learning in mathematics.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128416864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rongohia te Hau: Better understanding the theories underpinning cultural relationships for responsive pedagogy Rongohia te Hau:更好地理解响应式教学法中支撑文化关系的理论
Set: Research Information for Teachers Pub Date : 2023-05-25 DOI: 10.18296/set.1523
M. Berryman, M. Egan, Jay Haydon-Howard, Robert M. Lamont
{"title":"Rongohia te Hau: Better understanding the theories underpinning cultural relationships for responsive pedagogy","authors":"M. Berryman, M. Egan, Jay Haydon-Howard, Robert M. Lamont","doi":"10.18296/set.1523","DOIUrl":"https://doi.org/10.18296/set.1523","url":null,"abstract":"","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"280 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116072158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Addressing issues of equity: Progressive Achievement Tests (PAT) mathematics 解决公平问题:进步成就测试(PAT)数学
Set: Research Information for Teachers Pub Date : 2023-02-09 DOI: 10.18296/set.1520
Bronwyn Gibbs
{"title":"Addressing issues of equity: Progressive Achievement Tests (PAT) mathematics","authors":"Bronwyn Gibbs","doi":"10.18296/set.1520","DOIUrl":"https://doi.org/10.18296/set.1520","url":null,"abstract":"Rangahau Mātauranga o Aotearoa / New Zealand Council for Educational Research (NZCER) is refreshing the PAT mathematics assessments. As the owners and administrators of PATs and strong proponents of Te Tiriti o Waitangi, NZCER has a responsibility to ensure our assessments evolve and reflect the unique context of Aotearoa New Zealand. The following article outlines the PAT mathematics voyage as we refresh our assessments to be more equitable, culturally relevant, authentic, and accessible for diverse learners in Aotearoa New Zealand. Concepts of whakatere tōmua—wayfinding—anchor this refresh mahi and our aspirations for this complex journey of change.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127232002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Secondary students’ perceptions of their school’s disciplinary processes 中学生对学校纪律处分程序的看法
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1519
E. Read, Tarryn Robertson, Vijaya M. Dharan, J. O’Neill
{"title":"Secondary students’ perceptions of their school’s disciplinary processes","authors":"E. Read, Tarryn Robertson, Vijaya M. Dharan, J. O’Neill","doi":"10.18296/set.1519","DOIUrl":"https://doi.org/10.18296/set.1519","url":null,"abstract":"The term school discipline includes student self-management, classroom management, behaviour management, and school exclusion practices. This article is based on the perspectives of rangatahi on disciplinary practices from two different high schools. Ten Years 9–11 students from one school who had experienced exclusion, and 10 fully engaged Year 13 students in another school reflected on their strategic navigation of the culture of classroom and school discipline. Students were aware of how to exercise agency within their school’s disciplinary regime and called for more democratic and equitable processes and dialogical relationships with their teachers.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127937259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How Attention Deficit Hyperactivity Disorder (ADHD) influences young people’s learning 注意缺陷多动障碍(ADHD)如何影响青少年的学习
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1518
Xanthé Rademeyer, N. Mincher
{"title":"How Attention Deficit Hyperactivity Disorder (ADHD) influences young people’s learning","authors":"Xanthé Rademeyer, N. Mincher","doi":"10.18296/set.1518","DOIUrl":"https://doi.org/10.18296/set.1518","url":null,"abstract":"Children with ADHD face unique learning needs that are sometimes difficult to accommodate in the classroom. This article presents findings from a qualitative study of seven students with ADHD. Students wanted teachers to initiate classroom support subtly, be available for conversations about their learning, and value peer relationships as additional support. They wanted to be able to express their own learning preferences and have their teachers take them seriously and act on them. This article provides ideas and advice for teachers about developing a classroom climate that supports students with ADHD to learn.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127708147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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