NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献_第2页

Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it 培养有意志力的读者需要广度和平衡：仅有技能是不够的

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-03-26 DOI: 10.1007/s40841-024-00314-w

John Milne

{"title":"Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it","authors":"John Milne","doi":"10.1007/s40841-024-00314-w","DOIUrl":"https://doi.org/10.1007/s40841-024-00314-w","url":null,"abstract":"The learning and teaching of reading continues to be a source of contention in New Zealand education. In recent years, proponents of structured literacy approaches have argued for more attention to be paid to what they term the “science of reading”. They have emphasised skill development and argued against the inclusion of other approaches. A singular focus on skill development comes at a cost however, as being a reader requires more than simply being able to read words. When we consider a broader view of what it means to be a reader, we need to consider the reader as a whole person, and their place in a wider social context. This article discusses the “science of reading” in relation to Self-Determination Theory and considers how pedagogical approaches can contribute to, or work against, the development of children’s feelings of autonomy, relatedness, and competence in reading and their subsequent desire to read. A restricted focus and related pedagogies will have negative long-term impacts on individuals’ ability to access the many and varied benefits of truly being a reader. Some of the approaches being promoted will likely exacerbate existing concerns such as declining rates of volitional reading and achievement. While necessary, being technically capable is not enough, children must also see the value in reading and its outcomes if they are going to choose to do it.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"29 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140299619","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

Reading for Pleasure: A Review of Current Research 快乐阅读：当前研究综述

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-03-22 DOI: 10.1007/s40841-024-00313-x

Ana Vogrinčič Čepič, Tiziana Mascia, Juli-Anna Aerila

{"title":"Reading for Pleasure: A Review of Current Research","authors":"Ana Vogrinčič Čepič, Tiziana Mascia, Juli-Anna Aerila","doi":"10.1007/s40841-024-00313-x","DOIUrl":"https://doi.org/10.1007/s40841-024-00313-x","url":null,"abstract":"The narrative review examines the current state of research on reading for pleasure and its relevance in education and personal development. By analysing 22 studies published over the past several years (2014–2022), the authors have sought to identify the key trends and areas of focus within this field. The selected articles have been coded and analysed, and the results have been used to, among others, examine the type of research on reading for pleasure, the subject areas covered, the research methods used, the variables analysed, and the target groups involved. A particular attention has been paid to possible conceptualisations of reading for pleasure and reading for pleasure pedagogy, to the type of reading and the texts reading for pleasure may predominantly be associated with, as well as to its social dimension and relationship to the digital literary environment. The literature review shows that the studies on reading for pleasure highlight the importance of personalisation in reading for pleasure pedagogy and acknowledge the role of the material and social dimension of reading. Further, there are signs of a broader definition of reading materials, like comics, also in the educational context. The findings of the present review indicate the gaps in the research of reading for pleasure and highlight the need for a more profound understanding of the title concept and its benefits, thus contributing to the development of its future research and promotion.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"31 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203464","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

Te Tiriti o Waitangi: The Treaty of Waitangi, Principles and Other Representations Te Tiriti o Waitangi：威坦哲条约》、原则和其他表述

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-03-12 DOI: 10.1007/s40841-024-00312-y

Christopher Burns, Maia Hetaraka, Alison Jones

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Encountering the Face of Tū-mata-uenga: The Educational Experiences of Rangatahi Māori Apprehended for Offending 与 Tū-mata-uenga 的面孔相遇：因犯罪而被捕的朗格塔希毛利人的教育经历

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-03-09 DOI: 10.1007/s40841-024-00309-7

Tania Cliffe-Tautari

{"title":"Encountering the Face of Tū-mata-uenga: The Educational Experiences of Rangatahi Māori Apprehended for Offending","authors":"Tania Cliffe-Tautari","doi":"10.1007/s40841-024-00309-7","DOIUrl":"https://doi.org/10.1007/s40841-024-00309-7","url":null,"abstract":"Marginalised and ousted from the New Zealand education system, 70% of youths apprehended for offending and appearing in a New Zealand Youth Court or Rangatahi Court experiencing complex needs are not engaged in education, employment, or training (Oranga Tamariki, Oranga Tamariki. (2020). Quarterly report—September 2020). This article reports findings from a broader PhD study investigating the educational experiences of 10 rangatahi Māori (Māori youth) aged 15–17 years apprehended for serious youth offending and excluded from mainstream education. Drawing on mātauranga Māori (Māori knowledge) and kaupapa Māori, notions of indigenous resilience are used to unpack the rangatahi Māori participants’ responses to negative educational experiences in the mainstream English medium secondary school education system. This article posits that resilience was evident when the rangatahi Māori exercised tino rangatiratanga (sovereignty) through boldness (a characteristic of Tū-mata-uenga the guardian of war), resistance and liminality to reject educational spaces where they perceived they were underserved, discriminated against, and marginalised. Changing the negative Māori student exclusion and disengagement statistics in mainstream education is critical. To address the exclusion statistics, classroom practitioners could be more responsive to rangatahi Māori experiencing complex needs by recognising their experiences and understanding their responses to those experiences. Understanding how resilience as resistance, liminality, and boldness is understood within te ao Māori (the Māori world) perspectives will enable a more culturally responsive approach to working with these rangatahi Māori in mainstream education.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"102 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072456","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}

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Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts 试行 "T-Shaped "方法培养小学生细读和写作文学文本的能力

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-03-07 DOI: 10.1007/s40841-024-00310-0

Aaron Wilson, Naomi Rosedale, Selena Meiklejohn-Whiu

{"title":"Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts","authors":"Aaron Wilson, Naomi Rosedale, Selena Meiklejohn-Whiu","doi":"10.1007/s40841-024-00310-0","DOIUrl":"https://doi.org/10.1007/s40841-024-00310-0","url":null,"abstract":"The study was a pilot intervention to develop Year 5–8 students’ close reading and writing of literary texts using the T-Shape Literacy Model (Wilson and Jesson in Set Res Inf Teach 1:15–22, 2019). Students analysed text sets to explore how different authors use language to engender mood and atmosphere. The study used a single-subject design logic for repeated researcher-designed and a quasi-experimental, matched control group design for repeated standardised measures of reading and writing. Nine teachers and their classes participated. The schools were part of a large school improvement programme using digital tools and pedagogy to accelerate students’ learning participated that the authors were research-practice partners in. The schools all served low socio-economic status communities and the majority of students were Māori (51%) and Pacific (28%). There was a large effect size on the overall score for the researcher-designed measure (effect size = 1.00) and for the close reading of single texts sub-score (effect size = 0.90). There was a moderate-to-high effect for students’ identification of language features (effect size = 0.75) but no significant effect on their synthesis scores. Students in the intervention significantly outperformed matched control group students in the standardised writing post-test (effect size = 0.65) but differences for the standardized reading comprehension test were not significant (effect size = 0.15). Results overall suggest the approach has promise for improving the metalinguistic knowledge, literary analysis and creative writing of younger and historically underserved groups of students.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"24 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140056550","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}

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Why have Liberal-Progressive Philosophies of Education Caused Little Liberation or Progression for Māori? 为什么自由-进步的教育理念对毛利人的解放和进步收效甚微？

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-02-14 DOI: 10.1007/s40841-024-00307-9

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Secondary Teachers’ Working Experiences in Innovative Learning Environments: Enablers and Influences 中学教师在创新学习环境中的工作经历：促进因素和影响因素

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-01-18 DOI: 10.1007/s40841-023-00306-2

Mohamed Alansari, Mengnan Li

{"title":"Secondary Teachers’ Working Experiences in Innovative Learning Environments: Enablers and Influences","authors":"Mohamed Alansari, Mengnan Li","doi":"10.1007/s40841-023-00306-2","DOIUrl":"https://doi.org/10.1007/s40841-023-00306-2","url":null,"abstract":"Literature shows that navigating transitions from traditional single-cell classrooms to innovative learning environment (ILEs) calls for careful considerations. The importance of professional learning and development (PLD) in supporting teachers to thrive in educational transition has been continuously emphasised. Even though the key role of PLD for teachers in ILEs has been recently explored in the Aotearoa New Zealand context, few studies have investigated how teachers’ working experiences can be influenced by the ways they view their teaching practice in ILEs and the support teachers receive to work effectively in those spaces. Moreover, less attention has been given to how school-, class-, and individual-level variables interact in the same context. This study explored New Zealand secondary teachers’ experiences working in ILEs, by analysing survey data (quantitative data and qualitative data) from 248 teachers who taught in ILEs for most or all of the time. The structural equation modelling showed that both the reliable digital resourcing and a culture of ongoing PLD predict positive experiences of working in ILEs, both of which are also positively associated with teachers’ work (morale and workload). The quantitative findings were reinforced by the thematic analysis of teachers’ comments, which identified enablers and barriers to working effectively in ILEs. Overall, this study highlighted the importance of supporting teachers when responding to pedagogical challenges related to working in an ILE.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"207 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139500376","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}

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Updating Digital Citizenship Education for a Postdigital Society 为后数字社会更新数字公民教育

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-12-14 DOI: 10.1007/s40841-023-00305-3

Jack Webster

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Recent Middle Leadership Research in Secondary Schools in New Zealand: 2015–2022 新西兰中学中层领导力研究近况：2015-2022 年

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-12-13 DOI: 10.1007/s40841-023-00304-4

Camilla Highfield, Rachel Woods

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Teachers’ Expectations of Student Mathematics Achievement, and Student Mathematics Self-Efficacy in Aotearoa New Zealand Intermediate Schools: Do Teacher and Student Gender Make a Difference? 新西兰奥特亚罗瓦中级学校教师对学生数学成绩的期望和学生的数学自我效能感：教师和学生的性别是否会产生影响？

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-12-08 DOI: 10.1007/s40841-023-00303-5

Penelope W. St J. Watson, Christine M. Rubie-Davies

{"title":"Teachers’ Expectations of Student Mathematics Achievement, and Student Mathematics Self-Efficacy in Aotearoa New Zealand Intermediate Schools: Do Teacher and Student Gender Make a Difference?","authors":"Penelope W. St J. Watson, Christine M. Rubie-Davies","doi":"10.1007/s40841-023-00303-5","DOIUrl":"https://doi.org/10.1007/s40841-023-00303-5","url":null,"abstract":"Student self-beliefs can shape their self-efficacy and influence achievement. Further, student self-beliefs can be influenced by teachers’ own beliefs and expectations for their students. Yet, the relations between teacher expectations, teacher and student gender, student mathematics achievement outcomes and self-efficacy have been little explored. Aotearoa New Zealand intermediate school students (n = 1314) and their teachers (n = 73) from three urban schools ranging in ethnicity and socioeconomic status, were surveyed at the beginning and end of one school year regarding their beliefs about and expectations of mathematics achievement, and student mathematics achievement was measured. ANOVAs determined that all teachers held greater expectations of their female as compared to male students’ mathematics achievement. No differences in self-efficacy to meet mathematics expectations or in self-efficacy to achieve in mathematics were demonstrated at the beginning of the year by student gender. However, boys exceeded girls in these regards by the years’ end. When student self-efficacy to meet expectations in mathematics was examined by teacher gender, male students demonstrated greater levels than female students at both year points in female teachers’ classes, suggesting the influence of teacher gender on student beliefs. Greater self-efficacy in mathematics organisation was evidenced for female students in both male and female teachers’ classes. Interestingly, no statistically significant difference in student mathematics achievement was noted by student gender either between or within the classes of male and female teachers. Student mathematics self-beliefs and achievement outcomes, their association with teacher and student gender, and implications for student futures are discussed.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560964","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