NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献_第10页

It Takes a Village: Partnerships in Primary School Relationships and Sexuality Education in Aotearoa. 它需要一个村庄：奥泰罗阿小学关系和性教育伙伴关系。

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2022-07-28 DOI: 10.1007/s40841-022-00260-5

Rachael Dixon, Tracy Clelland, Megan Blair

{"title":"It Takes a Village: Partnerships in Primary School Relationships and Sexuality Education in Aotearoa.","authors":"Rachael Dixon, Tracy Clelland, Megan Blair","doi":"10.1007/s40841-022-00260-5","DOIUrl":"10.1007/s40841-022-00260-5","url":null,"abstract":"The implementation of relationships and sexuality education as part of Health and Physical Education in The New Zealand Curriculum (Ministry of Education, Ministry of Education. (2007). The New Zealand Curriculum. Learning Media Limited.) involves a range of people sharing their perspectives in order to shape the subject on paper and in practice. This paper presents the findings of a qualitative collective case study in three primary schools in Aotearoa. Experimenting with Appreciative Inquiry, we found that connections and conversations between a wide variety of people and organisations have a critical role to play in relation to planning and teaching relationships and sexuality education in schools: (i) Schools and teachers working in partnership with colleagues within and across schools, (ii) connections with whānau and relationships with learners, and (iii) access to wider supports and services. Our findings suggest that having conversations and establishing and maintaining productive partnerships between a variety of people are critical if relationships and sexuality education is to live up to its potential and meet learners' needs.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9333619/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10274190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Dual-Mode Teaching in the Language Classroom: Reconciling the Pandemic, Equity, and the Future of Quality Language Teaching Pedagogy. 语言课堂中的双重模式教学：调和流行病、公平和优质语言教学的未来。

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2022-08-03 DOI: 10.1007/s40841-022-00258-z

Vincent Ieni Olsen-Reeder

{"title":"Dual-Mode Teaching in the Language Classroom: Reconciling the Pandemic, Equity, and the Future of Quality Language Teaching Pedagogy.","authors":"Vincent Ieni Olsen-Reeder","doi":"10.1007/s40841-022-00258-z","DOIUrl":"10.1007/s40841-022-00258-z","url":null,"abstract":"The COVID-19 pandemic sent New Zealand universities into crisis, and as a key crisis response measure, classes were mostly moved online. While navigating national public health settings, educators simultaneously had to innovate quickly: to keep our courses in operation, students learning, and quality pedagogy present. The author has been navigating a faculty-wide 'dual-mode' teaching policy at their home institution, to teach the Māori language. Dual-mode refers to teaching both in-person and online. Although dual-mode teaching has brought a significant amount of learning flexibility and innovation to the classroom, it also has disadvantages. This article attempts to document some of the positive and negative characteristics noted over two years of dual-mode teaching, from the position of intermediate Māori language classes. It concludes that although this kind of teaching is flexible and equitable, it is not of high quality, and contributes to poor proficiency outcomes for students. Teaching in this way could, however, be of a much higher quality, with support, resourcing and time. As we look to keep these more accessible teaching methods in the future, those additional aspects will be critical in designing classes that are not only equitable, dynamic, and in line with contemporary technological learning styles, but also of a standard that maintains quality language proficiency-building within our learners.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9362453/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9910732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Distance Learning in Cameroon: Case Study of Private Nursery School Children's Experiences and Challenges Amidst COVID-19 Lockdown. 喀麦隆的远程教育：新冠肺炎封锁期间私立幼儿园儿童的经历和挑战的案例研究。

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2022-06-01 DOI: 10.1007/s40841-022-00255-2

Emela Achu Fenmachi, Rachel Ogene Awah Edah

{"title":"Distance Learning in Cameroon: Case Study of Private Nursery School Children's Experiences and Challenges Amidst COVID-19 Lockdown.","authors":"Emela Achu Fenmachi, Rachel Ogene Awah Edah","doi":"10.1007/s40841-022-00255-2","DOIUrl":"10.1007/s40841-022-00255-2","url":null,"abstract":"This article analyses data from a study that explored distance learning teaching and nursery school children's experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9159032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10286319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A General Malaise: Education in Post-Covid Times. 一种普遍的恶意：后共产主义时代的教育。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2022-11-02 DOI: 10.1007/s40841-022-00269-w

Georgina Tuari Stewart, Daniel Couch, Nesta Devine

引用次数: 1

Enacting Parental Engagement: Policy Work in a Primary School Setting. 制定家长参与:小学环境下的政策工作

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2021-10-16 DOI: 10.1007/s40841-021-00227-y

Megan Smith

引用次数: 0

Unravelling Imperial Knots: Teaching New Zealand History Contrapuntally 解开帝国的结:以对位的方式教授新西兰历史

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-12-28 DOI: 10.1007/s40841-021-00235-y

M. Stuart

引用次数: 0

Promoting Mental Health in New Zealand: Building Resilience in Teenage Children 促进新西兰的心理健康：增强青少年的复原力

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-12-21 DOI: 10.1007/s40841-021-00232-1

Clare Harvey, E. Otis, R. Osseiran-Moisson, R. Forrest, B. Heritage, B. Knight

引用次数: 0

Shifting from Lecturing to Flipped Learning—Unpacking Lecturers’ Implementation Considerations 从讲授转向翻转学习——剖析讲师的实施考量

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-12-04 DOI: 10.1007/s40841-021-00234-z

J. Koh, Nikki Scott, A. Lucas, M. Kataoka, Sue MacDonell

引用次数: 0

Crossing the Minefield of Anxiety, Guilt, and Shame: Working With and Through Pākehā Emotional Discomfort in Aotearoa New Zealand Histories Education 穿越焦虑、内疚和羞耻的雷区:与Pākehā新西兰历史教育中的情绪不适一起工作

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-11-29 DOI: 10.1007/s40841-021-00233-0

Elizabeth Russell

引用次数: 2

From Listening to Asking: Issues of Power Balance in P4C 从倾听到提问:P4C中的权力平衡问题

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-10-13 DOI: 10.1007/s40841-021-00225-0

Kanako Ide

引用次数: 1