Waikato Journal of Education最新文献_第2页

Omani international students' social connection and friendship at a New Zealand university 阿曼留学生在新西兰大学的社会关系和友谊

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.915

Muwafaq Al-Tamimi, Frances Edwards

{"title":"Omani international students' social connection and friendship at a New Zealand university","authors":"Muwafaq Al-Tamimi, Frances Edwards","doi":"10.15663/wje.v27i3.915","DOIUrl":"https://doi.org/10.15663/wje.v27i3.915","url":null,"abstract":"This is a qualitative study that explored the experiences of friendship formation of Omani international students at a university in New Zealand. Semi-structured interviews were employed to collect data from 12 Omani participants and data were analysed using thematic analysis. Utilising Bochner et al.’s (1977) Functional Model, the study found that Omani students were generally satisfied with how they were developing friendships with co-national and international students but revealed dissatisfaction concerning forming friendships with New Zealand students. The perceptions of Omani students revealed six factors that influenced their formation of intercultural friendships: (1) willingness to establish intercultural friendships, (2) frequent communication and social interaction, (3) English language proficiency, (4) capability to engage with host nationals, (5) cultural differences, and (6) personality traits. The data suggest that host-national contact is lacking and that international students prefer to contact co-national and multinational friends, which indicates that highly supportive co-national and international social ties significantly predominate. Higher-education providers in New Zealand and receiving countries addressing one cohort of international students will find these findings particularly useful.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77418949","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

Teachers implementing new primary school digital technology areas: What are we teaching now? 教师实施新的小学数字技术领域:我们现在教什么?

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.960

K. Rhodes, Nigel Calder

引用次数: 0

Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students 画廊步法在提高初中生阅读理解和英语口语能力中的应用

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.813

Ruth A. Ortega-Dela Cruz, Mary Kathleen Rose R. Lopez

{"title":"Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students","authors":"Ruth A. Ortega-Dela Cruz, Mary Kathleen Rose R. Lopez","doi":"10.15663/wje.v27i3.813","DOIUrl":"https://doi.org/10.15663/wje.v27i3.813","url":null,"abstract":"The study used quasi-experimental research with pre-test and post-test design approach to analyse the effectiveness of using the Gallery Walk technique in enhancing reading comprehension and oral English language proficiency among junior high school students. Cluster sampling technique was used in determining the respondents who experienced the Gallery Walk teaching technique and those who experienced the conventional teaching technique. Pre-test result showed no differences in the level of reading comprehension and oral English language proficiency prior to the experiment. After the implementation of the study, post-test was given, and results revealed differences in the students’ performance. Findings revealed that the students who were taught using the Gallery Walk technique showed improvement in reading comprehension and oral English language proficiency as compared to those who underwent the conventional teaching technique. In addition, students had positive feedback about the implementation of Gallery Walk. Finally, the study recommended the use of the Gallery Walk technique in teaching English 8 for enhancing reading comprehension and oral English language proficiency.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83824454","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

Developing mathematics-enhanced chemistry research lessons through productive lesson study: Insights from in-service teachers 通过富有成效的课程研究开发数学强化化学研究课程:来自在职教师的见解

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.736

Katherine Kate B. Samaniego, Allen A. Espinosa

{"title":"Developing mathematics-enhanced chemistry research lessons through productive lesson study: Insights from in-service teachers","authors":"Katherine Kate B. Samaniego, Allen A. Espinosa","doi":"10.15663/wje.v27i3.736","DOIUrl":"https://doi.org/10.15663/wje.v27i3.736","url":null,"abstract":"This study explores the perceptions of five in-service chemistry and mathematics teachers in using productive lesson study as a framework for teaching and learning. Introductory professional development workshops on horizontal articulation, productive pedagogy and lesson study were given to teachers at the onset of the project. Teachers were then tasked to produce two research lessons for grade 10 chemistry using the productive lesson study framework. We utilised inductive thematic analysis to identify the themes underpinning the perceptions of the teachers. Findings show that the teachers improved and deepened their knowledge by learning from each other’s perspectives. They had also adopted effective strategies for teaching by reflecting on their students’ learning, which helped them address the challenges of integrating and relating different topics into one. Furthermore, they became more aware of their students’ prior knowledge which enabled them to address misconceptions. Thus, learning was reinforced, broadened and extended. Participating in the study made a transformative intervention in the teachers as they became more focused on the enhancement of their professional practice as teachers.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82085964","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

Teaching with biosecurity content in the social sciences learning area: A Year 13 social science teacher’s experience 在社会科学学习领域进行生物安全内容的教学:13年级社会科学教师的经验

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.878

Rajesh Ram

{"title":"Teaching with biosecurity content in the social sciences learning area: A Year 13 social science teacher’s experience","authors":"Rajesh Ram","doi":"10.15663/wje.v27i3.878","DOIUrl":"https://doi.org/10.15663/wje.v27i3.878","url":null,"abstract":"In this era of pandemics, asylum seekers, and conflict between super powers, social sciences are a critical subject that can help develop young people who can not only recognise racial and social discrimination but also injustices at a regional, national, and global scale. \u0000Mainstream subjects, such as sociology, routinely support learning in the social sciences area. As a science/biology teacher, I wanted to find out whether biosecurity science could be used to support learning in the social sciences area. My interest in biosecurity stems from personal and professional experiences in New Zealand. Further, in my own pedagogical experience, teaching science/biology in schools, I found young people (15–18 years) were unfamiliar with the concept of biosecurity in New Zealand. \u0000Considering my experiences, I set out to conduct research to look at the efficacy of using biosecurity in teaching and learning. This paper reports on the experience of one Year 13 social science teacher who used biosecurity content to teach in the social sciences learning area. Classroom observations and individual teacher interviews were used to gather data. The results show that biosecurity content engaged Year 13 social sciences students in the classroom and that the teacher used transformational learning theory to engage his students into undertaking social action related to biosecurity. Given the importance of biosecurity to New Zealand, this paper shows that social sciences as a learning area could support teaching and learning about biosecurity.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84358467","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

Wayfinding waves and winds of change: The currency of the post-covid gaze into Pasifika/Pacific education’s trajectory 指引方向的浪潮和变革之风:后疫情时代的货币审视太平洋/太平洋教育的轨迹

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.1020

D. Fa’avae

引用次数: 3

Ko e leo ke eke hā? Empowering tagata Niue living in Aotearoa New Zealand to claim its status in education 我想知道我喜欢什么吗?赋予居住在新西兰奥特罗阿的塔加塔纽埃人在教育方面的地位

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.1021

Ioane Aleke Fa'avae

引用次数: 0

Alofa fai tamāmanu, giving yourself wholeheartedly: Education that matters to Tokelau people in Aotearoa NZ Alofa fai tamāmanu，全心全意地奉献自己:教育对新西兰奥特罗阿托克劳人来说很重要

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.1022

Lealofi Kupa

引用次数: 0

Exploring possibilities and challenges of Lesson Study: A case study in a small island developing state 探索课程研究的可能性和挑战:一个小岛屿发展中国家的案例研究

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.812

Indra Wati, H. Dayal

{"title":"Exploring possibilities and challenges of Lesson Study: A case study in a small island developing state","authors":"Indra Wati, H. Dayal","doi":"10.15663/wje.v27i3.812","DOIUrl":"https://doi.org/10.15663/wje.v27i3.812","url":null,"abstract":"Lesson Study (LS) is a teaching improvement and knowledge-building process that has origins in Japanese elementary education. In Japanese LS, teachers work in small teams to plan, teach, observe, analyse and refine individual lessons called research lessons. This study examined a small sample of primary school teachers’ perceptions of LS as a professional learning endeavour. The benefits and challenges teachers experienced when attempting to engage in LS was further explored. The study focused on the Fijian primary teaching context, specifically on Year 8 mathematics teachers. Data was collected using a series of class observations and semi-structured interviews in two case-study schools. Analysis of classroom observations and semi-structured interviews confirms that LS provided a useful mode for teachers to talk about their mathematics lessons and open them for scrutinisation by their teaching colleagues. The findings suggest that all the teachers in the two schools found that LS is a powerful learning platform to improve teachers’ mathematical knowledge and pedagogical skills. These findings have important implications for the implementation of effective professional learning amongst practising primary school teachers.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84080433","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

Unsettling language ideologies: Examples from writing teacher education in New Zealand and the United States 令人不安的语言意识形态:以新西兰和美国的写作教师教育为例

Waikato Journal of Education Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.956

J. Rubin, Charlotte L. Land, Kelsey Jones-Greer

引用次数: 0