NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献

On the Democratisation and Professionalisation of Higher Education Teaching 论高等教育教学的民主化和专业化

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-08-27 DOI: 10.1007/s40841-024-00334-6

Kerry Shephard

引用次数: 0

Revisiting Teacher-Family Partnerships: A Critical Policy Analysis of Pacific Education Policy 2009–2030 重新审视教师与家庭的伙伴关系：对 2009-2030 年太平洋地区教育政策的批判性政策分析

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-08-15 DOI: 10.1007/s40841-024-00333-7

Maria Cooper, Jacinta Oldehaver, Helen Hedges

{"title":"Revisiting Teacher-Family Partnerships: A Critical Policy Analysis of Pacific Education Policy 2009–2030","authors":"Maria Cooper, Jacinta Oldehaver, Helen Hedges","doi":"10.1007/s40841-024-00333-7","DOIUrl":"https://doi.org/10.1007/s40841-024-00333-7","url":null,"abstract":"Strong teacher-family partnerships are vital for children’s educational success. Educational policies influence how teachers perceive and engage in these significant relationships. Critical policy analysis focuses on the language, and underlying meanings and beliefs that reify certain understandings and positions in policy. We trace changes in positioning teacher-family relationships in three versions of policy, illustrating the prioritisation of dominant non-Pacific cultures over Pacific languages, cultures, and identities. We propose embracing Samoan concepts like va tapuia (sacred relationships) and teu le va (looking after relationships) as ethical imperatives for teachers to value and nurture respectful relationships with Pacific peoples. We recommend an open-minded approach, including strengths-based visits to Pacific children’s family homes. Drawing from successful projects in Aotearoa New Zealand, we urge policymakers and educational leaders to ensure teachers have the time and resources for the dialogue and reflective activities before and following visits that are needed to transform practice.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142187427","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

The Idea of a “Flawed Treaty” and its Influence on Students’ Perceptions of the New Zealand Wars 有缺陷的条约 "这一概念及其对学生认识新西兰战争的影响

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-08-06 DOI: 10.1007/s40841-024-00332-8

Christopher Burns, Maia Hetaraka, Alison Jones

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Teaching the Linguistically Diverse Learner in Aotearoa New Zealand. Edited by Rosemary Erlam (2024) 新西兰奥特亚罗瓦的语言多元化学习者教学。编辑：Rosemary Erlam (2024)

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-07-22 DOI: 10.1007/s40841-024-00331-9

Laura Gurney

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Perspectives of Secondary School Mathematics Teachers on the Implications of Streaming 中学数学教师对流式教学影响的看法

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-07-19 DOI: 10.1007/s40841-024-00329-3

Lars van Beusekom, Naomi Ingram

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Māori (Flexible) Learning Spaces, Old and New 新旧毛利（灵活）学习空间

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-07-09 DOI: 10.1007/s40841-024-00328-4

Georgina Tuari Stewart, Leon Benade, Valance Smith, Alastair Wells, Amanda Yates

引用次数: 0

Associate Teachers in Fiji: Challenges Faced by Student Teachers During Practicum 斐济的助理教师：学生教师在实习期间面临的挑战

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-06-21 DOI: 10.1007/s40841-024-00327-5

Kusum Prakash, Ashvin Praneet Chand, Poonam Singh

{"title":"Associate Teachers in Fiji: Challenges Faced by Student Teachers During Practicum","authors":"Kusum Prakash, Ashvin Praneet Chand, Poonam Singh","doi":"10.1007/s40841-024-00327-5","DOIUrl":"https://doi.org/10.1007/s40841-024-00327-5","url":null,"abstract":"The teaching practice (practicum) experience is a pivotal component of teacher education programs globally, providing student teachers with opportunities to apply theoretical knowledge in real classroom settings. In Fiji, one of the many countries in the South Pacific, student teachers engage in practicum experiences, in schools, under the mentorship of associate teachers (ATs). This research paper explores the challenges encountered by student teachers during their practicum placements with a focus on the role of ATs in Suva, Fiji. The study involved 25 of the 40 final-year student teachers placed in urban schools for a duration of 14 weeks of practicum. The student teachers took the role of ethnographic field workers to produce data. The study investigates the experiences of student teachers and the dynamics of their interactions with ATs. Findings reveal a range of challenges faced by the students, including issues related to professional nurturing, and consistent, precise, and prompt feedback on their teaching skills. It further discloses the relationship between ATs and student teachers as not so dependable, and the communication barriers that hindered learning. The study also identifies factors contributing to effective practicum experiences and proposes recommendations for enhancing the support provided by ATs to students. Understanding the challenges encountered by the students during teaching practice is essential for improving teacher education programs and ensuring the professional development of future educators in Fiji.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511257","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

Teacher Views of Relationships between their Teaching Practices and Beliefs, the School Context, and Student Achievement 教师对其教学实践与信念、学校环境和学生成绩之间关系的看法

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-05-27 DOI: 10.1007/s40841-024-00321-x

Annaline Flint, Christine Margaret Rubie-Davies, Elizabeth Peterson

{"title":"Teacher Views of Relationships between their Teaching Practices and Beliefs, the School Context, and Student Achievement","authors":"Annaline Flint, Christine Margaret Rubie-Davies, Elizabeth Peterson","doi":"10.1007/s40841-024-00321-x","DOIUrl":"https://doi.org/10.1007/s40841-024-00321-x","url":null,"abstract":"Teachers hold many beliefs, shaped by their educational knowledge, experiences, and cultural, social, historical, and political environments. These teacher beliefs, together with teacher characteristics and school context factors can influence cognitive processes, expectations, instructional decisions, and practices which could affect learning experiences, student engagement, and achievement. Numerous studies have explored these factors, however, often separately or with only one or two others. This paper explores primary school teachers’ self-reported perceptions on the relationships between teacher beliefs (including teacher class level expectations, self-efficacy, motivation, goal orientation, work engagement, passion for teaching, relatedness to students), teacher characteristics (including gender, ethnicity, teacher experience), and school context factors (including decile and year level taught), and the impact of these on student achievement and teachers’ instructional practices.Associations were found between teaching self-efficacy and all the other factors explored; work engagement and teachers’ years of teaching experience, gender, and school decile; and years of teaching experience and student achievement. Further, relatedness to students, passion for teaching, and teaching self-efficacy was found to be associated with teachers’ instructional practices.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141173076","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

Getting to the ‘Heart’ of Socio-Emotional Learning (SEL): Challenging Epistemology and Ontology in Emotion Theory 深入社会情感学习（SEL）的 "核心"：挑战情感理论中的认识论和本体论

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-05-08 DOI: 10.1007/s40841-024-00322-w

K. A. Goodman

{"title":"Getting to the ‘Heart’ of Socio-Emotional Learning (SEL): Challenging Epistemology and Ontology in Emotion Theory","authors":"K. A. Goodman","doi":"10.1007/s40841-024-00322-w","DOIUrl":"https://doi.org/10.1007/s40841-024-00322-w","url":null,"abstract":"Educational psychology remains constricted by Westernised science’s universalising views. The teaching about emotions and their expression is a critical element at the core of educational psychology, but the underpinning ontology and theories appear to be largely unexamined. The importance of educational psychology was highlighted by the Covid-19 pandemic, and with wellbeing initiatives accumulating, now, more than ever before, educational psychology research and practice in Aotearoa New Zealand must be called to account. Most existing programmes derive from anthropological, psychological and observation-based approaches, unquestioningly proposing that we all feel emotions because of, or in response to, certain occurrences in our lives. Dare we question this ‘given’ through a decolonising or cross-cultural lens? Māori values, holistic concepts and the diverse ways of knowing and being with emotion need to be considered as Aotearoa New Zealand looks beyond the dominant discourse of current SEL. In classrooms every day, practitioners discern how to discuss and respond to emotions, their own and those of the students in their care. This article invites educators to critique their own understandings of emotions and considers ways to challenge educational psychology and the practice of teaching about emotions to acknowledge the culturally diverse classroom contexts of Aotearoa New Zealand.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930539","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

Supporting the Wellbeing of Those Left Behind: The Impact of Youth Development Programmes on Children in Highly Transient Schools 支持留守儿童的福祉：青少年发展计划对高度流动学校儿童的影响

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-05-03 DOI: 10.1007/s40841-024-00319-5

Pat Bullen, Rachel A. Williamson-Dean, Gavin T. L. Brown

{"title":"Supporting the Wellbeing of Those Left Behind: The Impact of Youth Development Programmes on Children in Highly Transient Schools","authors":"Pat Bullen, Rachel A. Williamson-Dean, Gavin T. L. Brown","doi":"10.1007/s40841-024-00319-5","DOIUrl":"https://doi.org/10.1007/s40841-024-00319-5","url":null,"abstract":"Schools are important in nurturing social skills and behaviours. Research consistently demonstrates that movement into/out of school (transience/mobility) disrupts positive social skill development, especially for students who frequently move. The impact of attending a highly transient school on non-mobile students is not as well-known. The current study explored the impact of values and life skill-based programme, Kiwi Can, on social development and the classroom climate for non-mobile children. Researchers administered surveys to students attending 15 intervention (i.e. Kiwi Can programme; n = 763) and 9 control (n = 456) schools in Aotearoa New Zealand. We examined the impact of programme participation by school transience level (high, middle, low) and length of school participation (new, experienced). The results indicate that students attending highly transient schools struggled to build social relationships, feel connected, demonstrate care and compassion to others, and behave in prosocial ways. They also felt less safe at their schools. Students participating in Kiwi Can for more than two years (experienced schools) showed fewer negative effects of transience on social development than less experienced schools. This research highlights the plight of students who are ‘left behind.’","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930650","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