Waikato Journal of Education最新文献_第10页

Challenges in accessing fieldwork in rural Himalayas: An emerging researcher's experiences 进入喜马拉雅山乡村实地考察的挑战:一位新兴研究者的经历

Waikato Journal of Education Pub Date : 2019-05-14 DOI: 10.15663/WJE.V24I1.605

Karna Rana, Janinka Greenwood, Wendy H. Fox-Turnbull, S. Wise

引用次数: 10

Response 响应

Waikato Journal of Education Pub Date : 2019-05-14 DOI: 10.15663/wje.v24i1.675

Elizabeth Rata

引用次数: 0

A critique of Rata on the politics of knowledge and Māori education 拉塔对知识政治与Māori教育的批判

Waikato Journal of Education Pub Date : 2019-05-14 DOI: 10.15663/WJE.V24I1.665

G. Stewart, Nesta Devine

引用次数: 7

Walking the Palagi/Pasifika edge: The va of mediated dialogic research 走在Palagi/Pasifika的边缘:中介对话研究的va

Waikato Journal of Education Pub Date : 2019-05-13 DOI: 10.15663/WJE.V24I1.537

Martyn Reynolds

{"title":"Walking the Palagi/Pasifika edge: The va of mediated dialogic research","authors":"Martyn Reynolds","doi":"10.15663/WJE.V24I1.537","DOIUrl":"https://doi.org/10.15663/WJE.V24I1.537","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Like all acts of naming, the term ‘Pasifika’, which is used to refer collectively to persons with connections to Pacific Island nations living in Aotearoa New Zealand, can be used to represent or to misrepresent, to enable or to control. Consequently, the notion of a field of Pasifika educational research is contested. This article provides a discussion of the potential contextual justification and consequent theorisation of Pasifika education. It pays attention to developments in the literature and to the usefulness of theory based on wisdom from the Pacific. It suggests that a relational edge-walking methodology framed through va is one way of making Pasifika educational research catalytically powerful. Located in recent PhD study, this account is by a Palagi (European-origin) teacher- researcher seeking to navigate the intercultural and positional edges of both Pasifika research and education. The aim is to facilitate respectful dialogue and thus enhance understanding and harmony. The article suggests that while power makes a mediated methodology helpful, methods configured to address relationality directly have the potential to achieve these valuable aims. \u0000 \u0000 \u0000 \u0000","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84849183","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

Use of theories and models in geometry education research: A critical review 几何教育研究中理论与模型的运用:批判性回顾

Waikato Journal of Education Pub Date : 2019-05-13 DOI: 10.15663/WJE.V24I1.644

Shweta Sharma

{"title":"Use of theories and models in geometry education research: A critical review","authors":"Shweta Sharma","doi":"10.15663/WJE.V24I1.644","DOIUrl":"https://doi.org/10.15663/WJE.V24I1.644","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The aim of this article is to provide a critical review of the theories and the model used in the field of geometry education research. The article critically discusses van Hiele’s theory, Fischbein’s theory of figural concepts, Duval’ s theory of figural apprehension, the Spatial Operational Capacity (SOC) model by Wessels and van Niekerk, and the Sfard’s commognition theory. The van Hiele’s theory proposed a sequential order of development through which the learners construct their understanding of geometry concepts. Fischbein’ s theory of figural concepts suggested that a geometric figure is always comprised of a visible representation and a concept. Duval’s theory of figural apprehension underscored the heuristic value of a geometry figure for solving geometry problems. The SOC model by Wessels and van Niekerk emphasised the importance of instructional design incorporating a variety of physical and mental objects to work with to develop geometry concepts. Finally, the article discusses Sfard’s commognition theory that emphasises the communicative function of language in developing geometry concepts. There are two major concerns highlighted with respect to these theories and the model. Firstly, these theories and model emphasise the development of the two-dimensional geometry concepts, neglecting the development of the concepts of three-dimensional geometry. Secondly, these theories and the model fail to acknowledge the multilingual context of geometry class. The article aims to highlight the dearth of studies that explore the multilingual context of geometry class and calls for future studies in this direction. \u0000 \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83701360","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

Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools 坦桑尼亚中学教师的多重角色和专业精神的明显丧失

Waikato Journal of Education Pub Date : 2019-05-13 DOI: 10.15663/WJE.V24I1.620

Godlove Lawrent

{"title":"Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools","authors":"Godlove Lawrent","doi":"10.15663/WJE.V24I1.620","DOIUrl":"https://doi.org/10.15663/WJE.V24I1.620","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning. \u0000 \u0000 \u0000 \u0000","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78300000","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

'It inspires and motivates you to do something that makes a difference': Transformational education experiences and global citizenry in a tertiary travel award “它激励并激励你去做一些有意义的事情”:高等教育旅游奖的转型教育经验和全球公民奖

Waikato Journal of Education Pub Date : 2019-05-13 DOI: 10.15663/WJE.V24I1.643

N. Daly

引用次数: 1

Factors affecting the quality and efficacy of an ELT-INSET: A case study of Bangladesh 影响ELT-INSET质量和疗效的因素:孟加拉国案例研究

Waikato Journal of Education Pub Date : 2019-05-13 DOI: 10.15663/wje.v24i1.600

S. Nur, M. Short

{"title":"Factors affecting the quality and efficacy of an ELT-INSET: A case study of Bangladesh","authors":"S. Nur, M. Short","doi":"10.15663/wje.v24i1.600","DOIUrl":"https://doi.org/10.15663/wje.v24i1.600","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Given the integral role of English teachers in promoting quality English education, English language teaching in-service teacher education and training (ELT-INSET) plays a crucial role in developing quality and professional competence of English teachers. It is in this regard, when the inevitability of ELT-INSET is growing worldwide, our article identifies quality parameters of an ELT-INSET conducted in Bangladesh. This qualitative case study was conducted as part of a doctoral project employing semi-structured interviews with one ELT-INSET programme coordinator, three teacher trainers and 12 trainees (English teachers) of an ELT-INSET. The cross-case analysis of the interview data identified six factors adversely affecting the quality and efficacy of the ELT-INSET. The factors included the absence of needs analysis culture, an ineffective trainee selection mechanism and proper monitoring system, the quality issue of teacher trainers, contents and materials, the lack of required logistics support and finally, the bureaucratic power-coercive ELT-INSET management. The article, by shedding light on those findings, finally informs the policymakers with some implications with which to develop their policy and to enhance and ensure the quality and efficacy of ELT-INSET programmes. The implications might also be applicable irrespective of INSET for other subjects and polities with the same context beyond Bangladesh. \u0000 \u0000 \u0000 \u0000","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84361887","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 technology teachers’ perceptions and practice: Digital Technology and a future-focused curriculum in New Zealand. 中学技术教师的认知与实践:数字技术与新西兰面向未来的课程。

Waikato Journal of Education Pub Date : 2019-02-08 DOI: 10.15663/WJE.V23I2.655

Elizabeth Reinsfield

引用次数: 2

Digital Technologies in the New Zealand Curriculum 新西兰课程中的数字技术

Waikato Journal of Education Pub Date : 2019-02-08 DOI: 10.15663/wje.v23i2.656

Jan-Marie Kellow

引用次数: 8