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Teaching in superdiverse multicultural classrooms: Ideas from New Zealand secondary school teachers 超多元文化课堂中的教学:来自新西兰中学教师的想法
Set: Research Information for Teachers Pub Date : 2021-06-12 DOI: 10.18296/set.0208
B. Wood, Shona . McRae, Meredith Raukura
{"title":"Teaching in superdiverse multicultural classrooms: Ideas from New Zealand secondary school teachers","authors":"B. Wood, Shona . McRae, Meredith Raukura","doi":"10.18296/set.0208","DOIUrl":"https://doi.org/10.18296/set.0208","url":null,"abstract":"Increased migration in recent years means that New Zealand classrooms are growing in cultural diversity—and in some communities, the extent and complexity of this has reached levels of “superdiversity”. This article reports on how teachers (n = 23) in four superdiverse secondary schools in New Zealand were responding to the growing cultural diversity in their classrooms. Four key approaches that were used by teachers in all schools to develop supportive relationships and foster greater inclusion are outlined. In addition, several teaching strategies are provided to help support teachers to face the growing complexity of mixed, hybrid, and evolving identities of multi-ethnic students in their classrooms.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"29 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":"133405447","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
Aronuitia te reo: Insights from the National Monitoring Study of Student Achievement 从全国学生成绩监测研究中得出的见解
Set: Research Information for Teachers Pub Date : 2021-06-12 DOI: 10.18296/set.0212
Esther Smaill, Teresa Maguire
{"title":"Aronuitia te reo: Insights from the National Monitoring Study of Student Achievement","authors":"Esther Smaill, Teresa Maguire","doi":"10.18296/set.0212","DOIUrl":"https://doi.org/10.18296/set.0212","url":null,"abstract":"","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"6 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":"123769789","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
Towards ethical curriculum development: Perspectives from the interface of mātauranga Māori and Western science 伦理课程的发展:mātauranga Māori与西方科学相结合的视角
Set: Research Information for Teachers Pub Date : 2021-06-12 DOI: 10.18296/set.0211
S. Saha
{"title":"Towards ethical curriculum development: Perspectives from the interface of mātauranga Māori and Western science","authors":"S. Saha","doi":"10.18296/set.0211","DOIUrl":"https://doi.org/10.18296/set.0211","url":null,"abstract":"Towards ethical curriculum development: Perspectives from the interface of mātauranga Māori and Western science In 2019, the Earthquake Commission (EQC) New Zealand with a stake to raise awareness of natural disasters and their impacts, commissioned the LEARNZ1 Our Supervolcanoes virtual field trip (VFT) to teach about volcanoes around Lake Taupō in Aotearoa New Zealand. The involvement of kaupapa Māori researchers in the project facilitated an authentic opportunity to develop bicultural educational resources. We share insights from this collaboration that can inform the engagement process with local iwi. The key findings from this study can support teachers, researchers, and scientists willing to collaborate in culturally appropriate ways when engaging with local iwi leaders for the development of bicultural educational resources through an authentic partnership approach. These findings can serve as good practices when engaging with the local iwi for development of bicultural educational resources.","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":"130657975","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
Teaching science concepts relevant to climate change without getting lost in the complexity 教授与气候变化相关的科学概念，但不要迷失在复杂性中
Set: Research Information for Teachers Pub Date : 2020-12-20 DOI: 10.18296/set.0189
R. Hipkins
{"title":"Teaching science concepts relevant to climate change without getting lost in the complexity","authors":"R. Hipkins","doi":"10.18296/set.0189","DOIUrl":"https://doi.org/10.18296/set.0189","url":null,"abstract":"Teacher question : How does the teaching of climate change and sustainability fit into the teaching of the traditional content and skills of the core science strands? Many students need explicit teaching of core skills and content that slowly builds up their successful in senior (Years 12 and Context is there to provide engagement and opportunity for applying learning, but complex context that dominates the narrative of teaching can cause confusion for students with low literacy or poor background knowledge, and can take time away so that teaching of content and skills has to be rushed, which again makes it harder for many students. I love the idea of science teachers being drivers of social change for these issues but I want to teach these topics in a way that doesn’t disadvantage students who need us to slowly build up their confidence in core science skills and content. There is always a pull in “environmental issues” topics to go down tangents of politics and society more suited to a social studies classroom, leaving less room for teaching of science skills and content. Any ideas on how to incorporate these ideas without these issues would be amazing!","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126904940","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
Recycling as seduction: Critiquing the practice of climate-change education from a primary classroom 作为诱惑的回收:对小学课堂气候变化教育实践的批判
Set: Research Information for Teachers Pub Date : 2020-12-20 DOI: 10.18296/set.0181
S. Reynolds
{"title":"Recycling as seduction: Critiquing the practice of climate-change education from a primary classroom","authors":"S. Reynolds","doi":"10.18296/set.0181","DOIUrl":"https://doi.org/10.18296/set.0181","url":null,"abstract":"Recycling is often included in lists of things that can be done to mitigate climate change. Recycling is not a “bad’ thing, but recycling alone is an insufficient response to the complex problems posed by climate change. This article takes the reader through the journey of an experienced teacher who began with a hopeful vision to include climate change in her school’s programme, meandered through a myriad distracting recycling schemes, until she reached a deeper understanding of the barriers to climate change education and the role of emotions in these programmes. The article concludes with her three key lessons for future climate change curriculum projects.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124904061","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
Nurturing hope: From climate-change worriers to eco-warriors 培育希望:从气候变化担忧者到生态卫士
Set: Research Information for Teachers Pub Date : 2020-12-20 DOI: 10.18296/set.0186
S. Birdsall
{"title":"Nurturing hope: From climate-change worriers to eco-warriors","authors":"S. Birdsall","doi":"10.18296/set.0186","DOIUrl":"https://doi.org/10.18296/set.0186","url":null,"abstract":"Young people are worried about the impacts that climate change will have on their lives. Educators need learning programmes that can help students to manage these dark emotions and become more positive about their future. Including emotions in climate-change education is now considered a crucial element and hope, in particular, has been identified as a motivating force which can help young people to become more positive and take action to respond to the climate emergency. Drawing on recommendations from the environmental-education field, as well as peace and political studies education research, eight strategies and approaches are proposed. These approaches and strategies can nurture hope and develop knowledge and skills, so that students can take action to mitigate climate change effects and feel hopeful about their future.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129344253","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
Climate strikes: Their value in engaging and educating secondary school students 气候罢工:它们在吸引和教育中学生方面的价值
Set: Research Information for Teachers Pub Date : 2020-12-20 DOI: 10.18296/set.0180
R. Bright, C. Eames
{"title":"Climate strikes: Their value in engaging and educating secondary school students","authors":"R. Bright, C. Eames","doi":"10.18296/set.0180","DOIUrl":"https://doi.org/10.18296/set.0180","url":null,"abstract":"The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education. First, the soaring level of climate anxiety among youth. Secondly, political literacy is as important as climate-change literacy for action. Thirdly, social justice is the key to engaging students in climate-change education. Fourthly, an inquiry-based pedagogy that considers the academic (head), emotional (heart), and practical (hands) is appropriate for climate-change education.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121117352","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: 4
How can New Zealand schools respond to climate change? 新西兰学校如何应对气候变化?
Set: Research Information for Teachers Pub Date : 2020-12-20 DOI: 10.18296/set.0184
Rachel Bolstad
{"title":"How can New Zealand schools respond to climate change?","authors":"Rachel Bolstad","doi":"10.18296/set.0184","DOIUrl":"https://doi.org/10.18296/set.0184","url":null,"abstract":"International climate agreements say education can play a key role in responding to the global challenge of climate change. My team and I are currently carrying out research to help build a national picture of educational responses to climate change. Our research suggests that New Zealand’s educational policies and strategies currently provide a diffuse framework for responding to climate change, and there is a lack of coherent messaging “from the top” about what could or should be expected of schools. Yet some innovative practices and approaches are visible across the school network. This article describes what we currently know about climate and sustainability thinking and practice across English-medium schools, and what further actions and supports may be needed across the system.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123041374","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
Climate Change: Prepare Today, Live Well Tomorrow—A review 气候变化:今天做好准备，明天好好生活
Set: Research Information for Teachers Pub Date : 2020-12-20 DOI: 10.18296/set.0185
C. Eames, J. Ritchie, S. Birdsall, A. Milligan
{"title":"Climate Change: Prepare Today, Live Well Tomorrow—A review","authors":"C. Eames, J. Ritchie, S. Birdsall, A. Milligan","doi":"10.18296/set.0185","DOIUrl":"https://doi.org/10.18296/set.0185","url":null,"abstract":"This article provides a critical commentary on the recently released learning programme, Climate Change: Prepare Today, Live Well Tomorrow (Climate Change programme). The Climate Change programme is sorely needed in this time of climate emergency and we believe it to be a great start in guiding teachers in this important work. Here we comment on its science focus and its attention to wellbeing and participation, and we make some recommendations for how teacher practice can build on what the Climate Change programme has begun for climate-change education.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114145500","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
Tackling climate-science learning through futures thinking 通过未来思维解决气候科学学习问题
Set: Research Information for Teachers Pub Date : 2020-12-20 DOI: 10.18296/set.0183
S. Taylor, B. Jones
{"title":"Tackling climate-science learning through futures thinking","authors":"S. Taylor, B. Jones","doi":"10.18296/set.0183","DOIUrl":"https://doi.org/10.18296/set.0183","url":null,"abstract":"This study examined the role of a future-oriented scenario with secondary school students using diorama construction which included climate-change knowledge and envisioning alternative futures. To explore the potential role of futures-thinking modelling, students from one class participated in a 12-week cross-curricular inquiry with their teachers. Jensen’s (2002) dimensions of action-oriented knowledge are used to examine the climate-change knowledge developed by the students. Four common images of the future (Dator, 2014) are incorporated as models to forecast alternative futures. The findings suggest the value of future-oriented dioramas for developing climate-change understanding and futures thinking.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133335847","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
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