The New Zealand Annual Review of Education最新文献

{"title":"Were we ready? New Zealand high school students' experiences of online learning during school closures of Covid-19, 2020","authors":"Anne S Yates, Louise Starkey","doi":"10.26686/nzaroe.v25.6912","DOIUrl":"https://doi.org/10.26686/nzaroe.v25.6912","url":null,"abstract":"The Covid-19 pandemic of 2020 resulted in New Zealand schools closing and teaching moving to online. This paper reports research which investigated senior high school students experience of learning from home during these school closures and anything about the experience that they would like continued in the future. High school students in their final two years of schooling (n=1975) responded to a questionnaire consisting of quantitative and qualitative questions with qualitative data analysed thematically and quantitative data with descriptive statistics. Findings revealed that a variety of learning activities, feedback on learning, positive social interactions and effective use of technology supported students. A lack of motivation and daily structure were the major hinderances. The key experience they would like continued was greater flexibility in their learning. Schools demonstrated varying degrees of readiness for the crisis, but findings showed the need for resilience plans which include policies and practices for student and teacher digital readiness in preparation for future crises which result in emergency online learning.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115954671","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}

{"title":"List of peer reviewers for issue 25","authors":"J. Higgins","doi":"10.26686/nzaroe.v25.6958","DOIUrl":"https://doi.org/10.26686/nzaroe.v25.6958","url":null,"abstract":"List of peer reviewers for issue 25","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125565232","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}

{"title":"extent of tablet computer use in New Zealand's early childhood education services","authors":"Luke Santamaria, Sue Cherrington, M. Shuker","doi":"10.26686/NZAROE.V25.6936","DOIUrl":"https://doi.org/10.26686/NZAROE.V25.6936","url":null,"abstract":"In 2017, New Zealand’s revised curriculum for early childhood education, Te Whāriki, expanded reference to the use of technology for teaching and learning to include digital media and related devices. This article reports findings from a doctoral study about tablet computer use among New Zealand’s four major early childhood service types: education and care centres, home-based services, kindergartens, and playcentres. Data were gathered in 2017, initially through a national survey, followed by a collective case study. Seven services participated in the collective case study which was designed to explain the results of the survey. Descriptive statistics and inferential statistics were used to analyse survey data while cross-case analysis was used to identify themes from the responses from each service in the collective case study. \u0000The results are presented according to two categories of respondents, services who classified themselves as non-users and services who were using tablet computers for teaching and learning at the time of the survey. The national survey results revealed that more than half of the services did not use tablets. Non-users’ reasons for not using tablet computers are discussed considering findings from both quantitative and qualitative phases of the study. Services who used tablets did so for a variety of reasons, including for documentation and assessment, to support children’s learning and teaching work. Qualitative data regarding policies or guidelines for staff about the use of and access to digital media, teachers’ and educators’ learning for how to use touchscreen tablets for teaching and learning, as well as services’ preferences on the facilitation of children’s tablet use are also presented. \u0000An important issue uncovered in this study was the use of personal tablets within ECE services. Among non-users, teachers and educators from more than half of home-based services and playcentres used their personally owned tablet computers, raising concerns about cybersafety and screen time. Many user services did not have formal guidelines or policies regarding tablet use. The data suggest that some services relied on the use of teachers’ and educators’ personally owned tablets. Implications arising from the findings of this study are explored, including the relevance of using digital technology for supporting distance learning and learning at home as a result of the global Covid-19 pandemic.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125109250","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}

{"title":"The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand","authors":"A. Gibbons, M. Tesar","doi":"10.26686/nzaroe.v25.6911","DOIUrl":"https://doi.org/10.26686/nzaroe.v25.6911","url":null,"abstract":"When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting and analysing discourses that the nation has received from government agencies regarding children and early childhood education. This paper uses these discourses to explore the 'body' of knowledge regarding childhood and early childhood education, discourses that make childhood and early childhood education possible. We then apply a range of theoretical and conceptual tools to suggest some possible conditions of early childhood education (leading up to, during, and post-Covid-19). We employ health and medical metaphors to highlight ongoing tensions for early childhood education as a patient for whom neither education nor health Ministries take sufficient responsibility. The use of a health as a metaphor additionally focuses this paper on the new ‘normal’ of early childhood education and education policy.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116998311","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}

{"title":"Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum","authors":"Nazym Adaspayeva, S. Parkes","doi":"10.26686/NZAROE.V25.6935","DOIUrl":"https://doi.org/10.26686/NZAROE.V25.6935","url":null,"abstract":"Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124577012","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}

{"title":"Affordances of visual representations and sense-making of science","authors":"M. Cheng","doi":"10.26686/nzaroe.v26.6889","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6889","url":null,"abstract":"Visual thinking is essential in the development of science. Visual representations are also indispensable when scientists disseminate their findings. This paper discusses the ways that research studies on visual representations can inform science learning and teaching. I start by discussing the ways that drawings, charts and graphics represent their referents, and hence highlighting the affordances of these visual representations. Then I discuss how these affordances make visual representations a valuable tool to support science teaching in formal and informal contexts and, in particular, how learning with media graphics can support the learning of Nature of Science for scientific literacy.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131472477","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}

{"title":"Growing mathematical learners","authors":"N. Ingram","doi":"10.26686/nzaroe.v26.7110","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.7110","url":null,"abstract":"Results in the International Trends in Mathematics and Sciences Study, and the National Monitoring Study of Student Achievement, have meant there has been recent focus on mathematics education in New Zealand. As with previous iterations of assessment result reports, the quality of teachers, teaching, teacher education, professional learning, mathematics programmes and curriculum have been questioned by the media. It seems that change in mathematics education in New Zealand may, once again, be imminent. In this paper, there is a plea that any change needs to retain what is positive about mathematics education in New Zealand. Teachers need to be supported to grow their own mathematics content knowledge and pedagogical content knowledge so they can make autonomous and sound decisions for their own students’ needs, while retaining the ethic of care they already foster in their classrooms. Support needs to be in the form of rich, centrally managed yet locally adapted, non-divisive resources and professional learning. \u0000  \u0000Furthermore, any change to mathematics education in New Zealand needs to be centred around students and teachers engaging in authentic mathematics practice. A challenging task approach is described that supports this practice, which has been successfully trialled with New Zealand teachers. In this approach, content is not pre-taught. Rather, teachers support the students to solve challenging tasks by moving through the phases of Launch, Explore, Summarise, and Reflect.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115756231","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}

{"title":"Implementing localised curriculum drawing on a funds of knowledge perspective","authors":"Jodie Hunter, R. Hunter, J. Tupouniua, L. Fitzgerald","doi":"10.26686/nzaroe.v26.6930","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6930","url":null,"abstract":"In recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132481840","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}

{"title":"\"The Elderly\"","authors":"Diana Amundsen","doi":"10.26686/NZAROE.V26.6852","DOIUrl":"https://doi.org/10.26686/NZAROE.V26.6852","url":null,"abstract":"Older people in Aotearoa New Zealand too often experience negative attitudes or behaviours towards them based on their age. A pertinent example of this is the term “the elderly.” The objective of this research was to understand how stereotypes of “the elderly” are portrayed in the online arena in social and public spaces. Within Aotearoa New Zealand, 155 online media items using terms like “the elderly” and “elderly” were tracked, recorded and analysed during 2019 to determine stereotypical meanings of “the elderly.” Results revealed use of the term “the elderly” reflected various stereotyping and ageist discourses in the message. Labelling older people as “the elderly” may perpetuate social exclusion and discrimination faced by older people. As educators, we have a responsibility to create opportunities for meaningful intergenerational exchanges and relationship building within our teaching and learning activities.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132561964","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}

{"title":"Introduction to Cancelled Conference Conversations series","authors":"J. Higgins, Bronwen Cowie","doi":"10.26686/nzaroe.v26.7139","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.7139","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"359 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127034891","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}