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Set: Research Information for Teachers最新文献

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Editorial: Listen to what students say 编辑:听听学生们怎么说
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1511
Roseanna Bourke, John O’Neill
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引用次数: 0
Young people’s perspective of the inclusion of school-based resourcing for menstruation 青少年对纳入经期校本资源的看法
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1514
Becky Hylton, Roseanna Bourke
{"title":"Young people’s perspective of the inclusion of school-based resourcing for menstruation","authors":"Becky Hylton, Roseanna Bourke","doi":"10.18296/set.1514","DOIUrl":"https://doi.org/10.18296/set.1514","url":null,"abstract":"Young people should not miss out on education because they are menstruating; a normal part of life. The importance of supporting students who menstruate is recognised internationally, with countries increasingly making period products freely available. This article reports on research that provides an insight into the perspectives of 10 secondary school students who experience menstruation about how school-based resourcing for menstrual management impacts on their wellbeing and overall development and offers advice for teachers that students would find helpful. Young people at secondary school who menstruate want: more education about menstruation; a greater understanding of their experiences by others; menstruation to be normalised; and supportive relationships and resources to enhance their wellbeing.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"357 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":"121229722","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
Recognising rangatahi as active agents in advocating for their rights to whānau ora and collective wellbeing in education 承认rangatahi在倡导其whānau ora权利和集体教育福祉方面的积极作用
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1513
C. Page, Sarika Rona
{"title":"Recognising rangatahi as active agents in advocating for their rights to whānau ora and collective wellbeing in education","authors":"C. Page, Sarika Rona","doi":"10.18296/set.1513","DOIUrl":"https://doi.org/10.18296/set.1513","url":null,"abstract":"Educators have a central role in the advocacy and implementation of children’s rights. In reframing Western notions of wellbeing, rights, and student voice from a Māori view, educators are more likely to provide more meaningful support for rangatahi, whānau, and community. This research is underpinned by He Oranga Mokopuna, which repositions mokopuna Māori rights as tangata whenua. Ten Year 10 rangatahi engaged in wānanga during hui for this project. The article outlines implications of their kōrero for educators, and is an extension of a previously published piece by the same authors.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"15 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":"121150329","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
Young Asian students holding on to their culture: Their messages for teachers 年轻的亚洲学生坚持自己的文化:他们给老师的信息
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1515
Sara Lee, Maria Dacre
{"title":"Young Asian students holding on to their culture: Their messages for teachers","authors":"Sara Lee, Maria Dacre","doi":"10.18296/set.1515","DOIUrl":"https://doi.org/10.18296/set.1515","url":null,"abstract":"Aotearoa New Zealand is home to diverse ethnic groups. Discussions with students about their own cultural identity are important to recognise and include our diverse student communities within schools. For adolescents, developing their identity, inclusive of their culture, is fundamental at a time when these young people are striving to figure out who they are. When students feel that schools recognise and welcome their culture and identity, they are more likely to engage their whole selves in academic tasks. This article reports on a small qualitative research study involving 10 Asian secondary school students. The findings demonstrate students’ valuing access to cultural activities, highlighting the critical influence of language, food, cultural ornaments, and upholding the familiar traditions of their culture; all of which contribute positively to students’ cultural identity and wellbeing. The article outlines suggestions for practical application of their views for teachers and school communities are included.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"98 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":"116329596","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
A political and policy intersection where success depends on all of us 这是一个政治和政策的交汇点，成功取决于我们所有人
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1517
M. Berryman
{"title":"A political and policy intersection where success depends on all of us","authors":"M. Berryman","doi":"10.18296/set.1517","DOIUrl":"https://doi.org/10.18296/set.1517","url":null,"abstract":"","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":"127012549","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: 1
Adolescents’ experiences of identity development in schooling 青少年在校认同发展的经验
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1516
H. Davies, J. O’Neill
{"title":"Adolescents’ experiences of identity development in schooling","authors":"H. Davies, J. O’Neill","doi":"10.18296/set.1516","DOIUrl":"https://doi.org/10.18296/set.1516","url":null,"abstract":"Teachers, schools, and the wider education system have a responsibility to nurture young people’s identity development and to optimise youth wellbeing. For the study, 10 adolescents shared their experiences and perspectives of identity development and the extent to which their identity impacted on their wellbeing and subsequent learning experiences. The adolescents’ perceptions of identity directly informed the way they felt about themselves and thus impacted directly on their wellbeing. Identity and wellbeing had implications for learners’ dispositions and motivation to learn; students who had a positive sense of identity and wellbeing felt more positively about their learner identity and were more engaged in learning.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"18 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":"124940031","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
The rights of the child and what this means for teachers 儿童的权利以及这对教师意味着什么
Set: Research Information for Teachers Pub Date : 2022-12-16 DOI: 10.18296/set.1512
Roseanna Bourke, J. O’Neill
{"title":"The rights of the child and what this means for teachers","authors":"Roseanna Bourke, J. O’Neill","doi":"10.18296/set.1512","DOIUrl":"https://doi.org/10.18296/set.1512","url":null,"abstract":"Aotearoa New Zealand ratified the 1989 United Nations Convention on the Rights of the Child (UNCRC) in 1993, which means its principles and rights are obligatory, not optional. So, UNCRC has important implications for teachers, leaders, and boards of trustees in schools. UNCRC has 54 articles. A good starting point for teachers is the articles that directly impact on their work with their students. These include Articles 12, 13, 28, 29, and 30. The children’s rights framework of “space, voice, audience and influence” developed by Professor Laura Lundy is universally recognised as a useful tool for teachers to use when considering how to practically apply UNCRC Article 12, which states that all children have the right to have their say and express their views on matters of interest to them. This includes their classroom relations with teachers, the curriculum, school policies, and rules. Engaging students in meaningful decision making encourages more democratic and autonomy supportive forms of teaching and learning.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"60 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":"124376489","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
The realization of Pasifika success when schools de-silo Pacific students’ lives: “Pasifika mo Pasifika” 当学校将太平洋学生的生活“去孤岛化”时，实现太平洋学生的成功:“太平洋学生不属于太平洋”
Set: Research Information for Teachers Pub Date : 2022-10-01 DOI: 10.18296/set.1504
Trevor Bills, Ala’imalo Falefatu Enari, Parehuia Enari, Daniel Tupua-Siliva
{"title":"The realization of Pasifika success when schools de-silo Pacific students’ lives: “Pasifika mo Pasifika”","authors":"Trevor Bills, Ala’imalo Falefatu Enari, Parehuia Enari, Daniel Tupua-Siliva","doi":"10.18296/set.1504","DOIUrl":"https://doi.org/10.18296/set.1504","url":null,"abstract":"Despite the Ministry of Education Statement of Intent 2021–2026 to focus on improving equity for Māori and Pacific learners and ensure education opportunities and outcomes are within reach for every learner, these groups remain a concern in the New Zealand education system. Inequity still exists for Māori and Pacific learners. This article explores one school’s journey towards a culturally sustaining pedagogy, the de-siloing of the lives of their Pasifika students, and a re-indigenisation of the curriculum to better reflect the preexisting ways of knowing of tangata moana in order to truly achieve equitable outcomes.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129842411","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
Fijian Indian students' perceptions towards group work in New Zealand classrooms 斐济裔印度学生对新西兰课堂小组作业的看法
Set: Research Information for Teachers Pub Date : 2022-10-01 DOI: 10.18296/set.1505
A. Chand
{"title":"Fijian Indian students' perceptions towards group work in New Zealand classrooms","authors":"A. Chand","doi":"10.18296/set.1505","DOIUrl":"https://doi.org/10.18296/set.1505","url":null,"abstract":"A wide research base in general Pacific education literature supports active learning activities that encourage students to work collaboratively. Many schools engage Pacific students in group-based learning together with other pedagogies to increase their achievement. Despite this, the education of Pacific origin students in Aotearoa New Zealand is not delivering equitable results and requires revision. Fijian Indian students are a relatively unexplored population within the Pacific education umbrella, and attention to their learning is not well represented in literature. This research used talanoa, a Pacific research method, to explore the perception of Fijian Indian students regarding group work. The findings revealed that students perceived both benefits and limitations related to engagement in collaborative learning. This discussion of group work plays a part in addressing New Zealand’s education system’s inequities for Pacific students, and it encourages teachers to consider what effective group work means for Fijian Indian students from the lived experiences of the students themselves.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125305718","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
Thinking about assessment from an end-to-end perspective 从端到端角度考虑评估
Set: Research Information for Teachers Pub Date : 2022-10-01 DOI: 10.18296/set.1510
Charles Darr
{"title":"Thinking about assessment from an end-to-end perspective","authors":"Charles Darr","doi":"10.18296/set.1510","DOIUrl":"https://doi.org/10.18296/set.1510","url":null,"abstract":"","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128704597","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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