发布求助
文献互助 智能选刊 最新文献

The New Zealand Annual Review of Education最新文献

筛选
英文 中文
Kāhui Ako and the collaborative turn in education: Emergent evidence and leadership implications Kāhui Ako和教育中的合作转向:涌现的证据和领导意义
The New Zealand Annual Review of Education Pub Date : 2020-03-09 DOI: 10.26686/NZAROE.V24I0.6493
A. Kamp
{"title":"Kāhui Ako and the collaborative turn in education: Emergent evidence and leadership implications","authors":"A. Kamp","doi":"10.26686/NZAROE.V24I0.6493","DOIUrl":"https://doi.org/10.26686/NZAROE.V24I0.6493","url":null,"abstract":"Internationally, in contexts of escalating globalisation, collaboration has increasingly been taken up as a social policy tool. Education has not been exempt from that uptake. In Aotearoa, this is most clearly evidenced in the implementation of Kāhui Ako | Communities of Learning. In this paper, I detail the ‘why’ of this global shift towards collaborative initiatives, engage with available research as to the limits and possibilities of their successful implementation, and consider the implications of collaboration for leadership. I then draw on theory to advance some practice priorities for realising the potential of such policy initiatives.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133445924","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: 3
Complex Challenges in Policy Implementation 政策执行中的复杂挑战
The New Zealand Annual Review of Education Pub Date : 2020-03-09 DOI: 10.26686/nzaroe.v24i0.6564
D. L. Le Fevre
{"title":"Complex Challenges in Policy Implementation","authors":"D. L. Le Fevre","doi":"10.26686/nzaroe.v24i0.6564","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6564","url":null,"abstract":"Efforts to improve education occur in complex landscapes, where policy, research, history, experiences, and communities shape practice in ways that have both intended and unintended outcomes. These landscapes change over time; however, there appear to be several core challenges that persist and which likely influence why it is difficult for policy to improve education in intended, effective and sustainable ways. Drawing on New Zealand and international research, this position paper identifies some of these key challenges and explores possible leverage points to navigate these. These include developing adaptive expertise, engaging key stakeholders in decision making, and developing a learning culture.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116822682","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
Ensuring Māori student success and inclusion of te aō Māori through initial teacher education 通过最初的教师教育，确保Māori学生的成功和融入Māori
The New Zealand Annual Review of Education Pub Date : 2020-03-04 DOI: 10.26686/nzaroe.v24i0.6336
H. McRae, R. Averill
{"title":"Ensuring Māori student success and inclusion of te aō Māori through initial teacher education","authors":"H. McRae, R. Averill","doi":"10.26686/nzaroe.v24i0.6336","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6336","url":null,"abstract":"Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115339068","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
The Pakaru ‘Pipeline’: Māori and Pasifika Pathways within the Academy Pakaru“管道”:Māori和学院内的Pasifika路径
The New Zealand Annual Review of Education Pub Date : 2020-03-04 DOI: 10.26686/nzaroe.v24i0.6338
Sereana Naepi, T. McAllister, P. Thomsen, Marcia Leenen-Young, Leilani A. Walker, A. L. McAllister, Reremoana Theodore, Joanna Kidman, Tamasailau Suaaliia
{"title":"The Pakaru ‘Pipeline’: Māori and Pasifika Pathways within the Academy","authors":"Sereana Naepi, T. McAllister, P. Thomsen, Marcia Leenen-Young, Leilani A. Walker, A. L. McAllister, Reremoana Theodore, Joanna Kidman, Tamasailau Suaaliia","doi":"10.26686/nzaroe.v24i0.6338","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6338","url":null,"abstract":"We examine the academic ‘pipeline’ for Māori and Pasifika graduates and illustrate the chronic under-representation of Māori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of Māori and Pasifika. The narratives of Māori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor ‘Pacific Navigation of Academic Pathways’ based on Pacific navigation, as opposed to the more commonly used term ‘pipeline’, in order to capture the nuances of Pasifika and Māori experiences.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128699918","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: 25
How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand 如何加强学习故事框架以提供更好的评估信息以支持儿童进一步学习的规划:对新西兰奥特罗阿学习故事的信度和形成效度的批评
The New Zealand Annual Review of Education Pub Date : 2020-03-01 DOI: 10.26686/nzaroe.v24i0.6333
Louise Wanoa, Michael Johnston
{"title":"How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand","authors":"Louise Wanoa, Michael Johnston","doi":"10.26686/nzaroe.v24i0.6333","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6333","url":null,"abstract":"Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115062521","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
Turning The Tide on Private Profit-Focused Provision In Early Childhood Education 扭转儿童早期教育中以利润为中心的私营机构的趋势
The New Zealand Annual Review of Education Pub Date : 2020-03-01 DOI: 10.26686/nzaroe.v24i0.6330
Linda Mitchell
{"title":"Turning The Tide on Private Profit-Focused Provision In Early Childhood Education","authors":"Linda Mitchell","doi":"10.26686/nzaroe.v24i0.6330","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6330","url":null,"abstract":"The article analyses a market-based approach to early childhood education (ECE) provision and the growth of for-profit ECE provision, evidence about ‘quality’ and accessibility, and problems occurring when a need for private profit conflicts with the best interests of families and children. The issue of forprofit provision is set within the context of international developments and solutions in Europe, UK, US and Canada. Immediate steps that might be taken for a democratic system of community-based and public early childhood education in Aotearoa New Zealand are pinpointed. Overall, the article offers possibilities for asserting democratic values as a way towards alternatives in Aotearoa New Zealand’s early childhood education provision.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128098876","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
An Integrative Review on the Research on the Impact of Teacher Inquiry on Student Achievement 教师探究对学生成绩影响研究综述
The New Zealand Annual Review of Education Pub Date : 2020-03-01 DOI: 10.26686/nzaroe.v24i0.6331
Hana Turner-Adams, Aaron T. Wilson, R. Jesson
{"title":"An Integrative Review on the Research on the Impact of Teacher Inquiry on Student Achievement","authors":"Hana Turner-Adams, Aaron T. Wilson, R. Jesson","doi":"10.26686/nzaroe.v24i0.6331","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6331","url":null,"abstract":"This review investigated the impact of teacher inquiry on student achievement and identified characteristics of effective inquiry. We first explore the theoretical underpinning inquiry research and then discuss studies that demonstrated an association between an inquiry and student achievement shifts. Effective teacher inquiries had a focus on student achievement, sufficient time, teacher engagement and collaboration, external expertise, and leaders’ support. When the aspects above were present, the potential for the intervention to demonstrate positive shifts in student achievement increased. Barriers to effective inquiry are also suggested. The review concludes with implications and recommendations for future research studies.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114835323","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
“Today at Playcentre, we ….”: What values underpin narrative assessment in Playcentre? “今天在Playcentre，我们....:《Playcentre》的叙事评估基于什么价值?
The New Zealand Annual Review of Education Pub Date : 2020-03-01 DOI: 10.26686/nzaroe.v24i0.6332
S. Stover, Lia De Vocht
{"title":"“Today at Playcentre, we ….”: What values underpin narrative assessment in Playcentre?","authors":"S. Stover, Lia De Vocht","doi":"10.26686/nzaroe.v24i0.6332","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6332","url":null,"abstract":"Narrative assessments are widely used in Aotearoa New Zealand’s early childhood services, especially in the form of ‘Learning Stories’. This sociocultural approach to assessment foregrounds the importance of identifying what is valued learning within a particular context. What does this look like within the context of the parent co-operative Playcentre? A small-scale qualitative study brought together focus groups of Playcentre parents to share what Learning Stories are being written, to explore their experiences in writing and using Learning Stories, and to consider what underlying values shape narrative assessment in Playcentres. A major finding is that adult learning and relationship building are key aspects of Learning Stories in Playcentres. The authors argue that because of the positioning of parents as both learners and Kaiako in Playcentre, assessment in Playcentre is fundamentally different to that in teacher-led services.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129969299","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
Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand 儿童公民的定位:中国与新西兰的幼儿课程话语探索
The New Zealand Annual Review of Education Pub Date : 2020-02-27 DOI: 10.26686/nzaroe.v24i0.6324
Peng Xu
{"title":"Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand","authors":"Peng Xu","doi":"10.26686/nzaroe.v24i0.6324","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6324","url":null,"abstract":" Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133949576","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
Leadership in the early years: Challenges and opportunities
The New Zealand Annual Review of Education Pub Date : 2020-02-27 DOI: 10.26686/nzaroe.v24i0.6327
K. Thornton
{"title":"Leadership in the early years: Challenges and opportunities","authors":"K. Thornton","doi":"10.26686/nzaroe.v24i0.6327","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6327","url":null,"abstract":"The lack of recognition and support for leadership and leadership development in the New Zealand early years’ sector has long been recognised (Thornton, Wansbrough, Clarkin-Philips, Aitken, & Tamati, 2009). This article reflects on what has changed in the 10 years since the publication of a discussion document by the Teachers Council which signalled a number of issues facing the sector with regard to leadership. Research and guiding documents are drawn on in order to identify the current challenges and opportunities, and recommendations are made for strengthening future leadership practice in the sector.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126461357","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: 3
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