发布求助
文献互助 智能选刊 最新文献

Set: Research Information for Teachers最新文献

筛选
英文 中文
Using nature sanctuaries to consider sustainable futures 利用自然保护区考虑可持续发展的未来
Set: Research Information for Teachers Pub Date : 2021-12-20 DOI: 10.18296/set.0206
A. Milligan, J. Ritchie, H. McRae, Barrie Gordon
{"title":"Using nature sanctuaries to consider sustainable futures","authors":"A. Milligan, J. Ritchie, H. McRae, Barrie Gordon","doi":"10.18296/set.0206","DOIUrl":"https://doi.org/10.18296/set.0206","url":null,"abstract":"When children and young people participate in education visits to green spaces such as parks, zoos, and nature reserves, little is known about the connections they make to sustainability issues or how they conceptualise sustainable futures. This article uses insights from interviews with children and young people who visited Zealandia Te Māra a Tāne, a predator-free conservation environment in the heart of Wellington, New Zealand. It suggests three place-based approaches to using nature sanctuaries and other learning environments to enrich sustainability education outside the classroom.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"66 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131694552","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
Place-based learning: Reflections on the value of repeated field trips 基于地点的学习:对重复实地考察价值的思考
Set: Research Information for Teachers Pub Date : 2021-12-20 DOI: 10.18296/set.0205
Dianne Christenson, Josie Roberts, R. Hipkins
{"title":"Place-based learning: Reflections on the value of repeated field trips","authors":"Dianne Christenson, Josie Roberts, R. Hipkins","doi":"10.18296/set.0205","DOIUrl":"https://doi.org/10.18296/set.0205","url":null,"abstract":"This Q&A is based on a conversation with primary school teacher Dianne Christenson about her use of place-based learning in science. The idea for the column took shape as Rose Hipkins listened to Di report back to her co-researchers in a Teaching and Learning Research Initiative (TLRI) project team meeting. Di was talking about her experiences of taking her class to a neighbouring beach, not once, but multiple times. This pricked up the ears of Rose, who was writing a book about complexity theory in education (Hipkins, 2021). Rose wondered if revisiting the same place over time might give students a fuller sense of its ecosystem and a deeper connection to it. Set editor, Josie Roberts, followed up by asking Di some of the questions Rose was keen to know more about.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121101715","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
Acts of magic: Prototyping in innovative learning environments 魔术的行为:创新学习环境中的原型
Set: Research Information for Teachers Pub Date : 2021-11-02 DOI: 10.18296/set.0199
M. Osborne
{"title":"Acts of magic: Prototyping in innovative learning environments","authors":"M. Osborne","doi":"10.18296/set.0199","DOIUrl":"https://doi.org/10.18296/set.0199","url":null,"abstract":"Over recent years, innovative learning environments (ILEs) have become the default style of new-build educational architecture in New Zealand. While offering potential benefits, the implementation of ILEs represents a departure from established practice in most schools and therefore requires significant change leadership support in order to succeed. Prototyping ILE practices can help schools transition into new physical spaces by decreasing status quo bias while increasing individual and organisational readiness for change.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122885413","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
See me, know me, believe in me: Reimagining Pasifika student success as Pasifika in visual arts 看我，了解我，相信我:重新想象Pasifika学生在视觉艺术方面的成功
Set: Research Information for Teachers Pub Date : 2021-11-02 DOI: 10.18296/set.0198
Dagmar Dyck
{"title":"See me, know me, believe in me: Reimagining Pasifika student success as Pasifika in visual arts","authors":"Dagmar Dyck","doi":"10.18296/set.0198","DOIUrl":"https://doi.org/10.18296/set.0198","url":null,"abstract":"Pasifika students bring to school rich cultural resources that offer a strong foundation on which to build creative practice. Bringing cultural awareness to visual arts education provides a powerful platform for Pasifika students to embrace success as Pasifika. The recent introduction of Tapasā—Cultural Competencies Framework for Teachers of Pacific Learners (Ministry of Education, 2018) provides an opportunity to inquire into how visual arts education can authentically reflect cultural competencies. This article seeks to share teachers’ beliefs, attitudes, and pedagogical practices that affirm Pasifika students’ success “as Pasifika”. The students themselves also offer insights into their enactment of success through their art works and stories. My experiences as a visual artist and teacher of Tongan descent grounded the research project.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130852627","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
Drawing and labelling: New ways of answering questions on the Assessment Resource Banks 绘图和标记:回答评估资源库问题的新方法
Set: Research Information for Teachers Pub Date : 2021-11-02 DOI: 10.18296/set.0203
Jonathan Fisher
{"title":"Drawing and labelling: New ways of answering questions on the Assessment Resource Banks","authors":"Jonathan Fisher","doi":"10.18296/set.0203","DOIUrl":"https://doi.org/10.18296/set.0203","url":null,"abstract":"","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132058717","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
Creative agency in action 创意机构在行动
Set: Research Information for Teachers Pub Date : 2021-11-02 DOI: 10.18296/set.0201
Kirsty Grieve, B. Holloway
{"title":"Creative agency in action","authors":"Kirsty Grieve, B. Holloway","doi":"10.18296/set.0201","DOIUrl":"https://doi.org/10.18296/set.0201","url":null,"abstract":"Interested in exploring a form of learner agency that moves beyond a focus on using it to get better results? This article explores what happened when Year 11 students in a cross-curricular course were granted full control of their learning, and offers three strategies for starting out on a creative-agency path.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125362290","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
Building capacity for climate-change education in Aotearoa New Zealand schools 在新西兰奥特罗阿学校开展气候变化教育能力建设
Set: Research Information for Teachers Pub Date : 2021-11-02 DOI: 10.18296/set.0202
Thomas Everth, R. Bright, Chris Morey, Thea dePetris, S. Gaze, A. Barker, Andrea Soanes, L. Gurney, C. Eames
{"title":"Building capacity for climate-change education in Aotearoa New Zealand schools","authors":"Thomas Everth, R. Bright, Chris Morey, Thea dePetris, S. Gaze, A. Barker, Andrea Soanes, L. Gurney, C. Eames","doi":"10.18296/set.0202","DOIUrl":"https://doi.org/10.18296/set.0202","url":null,"abstract":"The government of Aotearoa New Zealand has recognised the gravity of climate change by adopting a Climate Emergency declaration, passing the Zero Carbon Act (2019), and asking the Climate Change Commission to chart a pathway towards a carbon-zero future. The climate emergency necessitates transformation of the practices and visions of individuals and society towards a sustainable future. We argue that education must be recognised as a key enabler for this transformational process. In this article, we draw on our recommendations to the Climate Change Commission (2021a) for structural changes in our education system to build capacity for the implementation of climate-change education for a sustainable future. Our focus is on building capacity in school leaders and teachers through development of knowledge and skills, provision of time and space, and cultural embedding of education on sustainable living and climate change into the ways we all teach and learn. Our intention is to provide a “think piece” to be considered and discussed by school educators and leaders across Aotearoa New Zealand.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127891863","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: 2
Persuasion via gamification: Supporting positive behaviour for learning (PB4L) school-wide pedagogy 通过游戏化说服:支持积极的学习行为(PB4L)全校教学
Set: Research Information for Teachers Pub Date : 2021-11-02 DOI: 10.18296/set.0200
L. Reddy, N. Baghaei, H. Reinders, Ali Ahmed, Sedigheh Abbasnasab Sardareh
{"title":"Persuasion via gamification: Supporting positive behaviour for learning (PB4L) school-wide pedagogy","authors":"L. Reddy, N. Baghaei, H. Reinders, Ali Ahmed, Sedigheh Abbasnasab Sardareh","doi":"10.18296/set.0200","DOIUrl":"https://doi.org/10.18296/set.0200","url":null,"abstract":"Positive Behaviour for Learning (PB4L) is a flexible framework that can be localised to ensure it is a culturally responsive approach to protect and promote student wellbeing and positive behaviour. One of the downsides is that it requires much paperwork. Teachers need to record behaviour, reward positive and report negative behaviour, and file incident reports. We designed and developed Ka Pai, a gamified mobile application prototype to help. It was evaluated with 10 teachers at an intermediate school in Auckland, New Zealand. Based on user metrics and feedback, the results indicated that Ka Pai supported teachers to efficiently and systematically record, reward, and report students’ behaviour.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134407844","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
School leadership through COVID-19: A tale of two Auckland secondary school principals 学校领导应对新冠肺炎:奥克兰两位中学校长的故事
Set: Research Information for Teachers Pub Date : 2021-06-12 DOI: 10.18296/set.0209
T. Murdoch, K. Thornton
{"title":"School leadership through COVID-19: A tale of two Auckland secondary school principals","authors":"T. Murdoch, K. Thornton","doi":"10.18296/set.0209","DOIUrl":"https://doi.org/10.18296/set.0209","url":null,"abstract":"This article tells the contrasting stories of two Auckland secondary school principals who faced different challenges in leading their schools through a number of COVID-19-related lockdowns. It explores the extent to which leadership practices have been shaped by school closures. The focus is on community priorities, system changes, strengthening community connections and communication, and distribution of leadership. Connections with existing research and implications for leadership practice are also discussed.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130058267","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
Strengthening teacher–librarian partnerships 加强教师与图书馆员的伙伴关系
Set: Research Information for Teachers Pub Date : 2021-06-12 DOI: 10.18296/set.0207
L. Emerson, Senga White
{"title":"Strengthening teacher–librarian partnerships","authors":"L. Emerson, Senga White","doi":"10.18296/set.0207","DOIUrl":"https://doi.org/10.18296/set.0207","url":null,"abstract":"This article addresses the question: What would it take for collaborative teacher–librarian partnerships to flourish in Aotearoa New Zealand secondary schools? We provide a three-part model that explores how professional expectations and local (school) conditions can influence whether the school librarian is siloed or integrated within a school. Our analysis is based on Patricia Montiel-Overall’s 2005 categorisation of teacher–librarian partnerships. The article concludes by discussing how change can be effected in the role of the library in schools, arguing that school managers and teachers can take steps now to provide the local conditions to enable teacher–librarian partnerships in the interests of student learning.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122634576","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信