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

The Influence of Peers on the Gender Divide Within Secondary Technology Education in Aotearoa, New Zealand 同伴对新西兰奥特亚罗瓦中学技术教育中性别鸿沟的影响

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-04-20 DOI: 10.1007/s40841-024-00317-7

Fabia Zanchi, Penelope Watson

{"title":"The Influence of Peers on the Gender Divide Within Secondary Technology Education in Aotearoa, New Zealand","authors":"Fabia Zanchi, Penelope Watson","doi":"10.1007/s40841-024-00317-7","DOIUrl":"https://doi.org/10.1007/s40841-024-00317-7","url":null,"abstract":"According to New Zealand government statistics, there is a consistent male–female divide within technology education in secondary schools, resulting in an ongoing underrepresentation of male students in fashion and textiles and female students in computer science and resistant materials learning areas. This underrepresentation is concerning as it contradicts the inclusion promoted in the New Zealand Curriculum and may contribute to reduced opportunities for a talented and diverse workforce. A large body of literature is dedicated to the underrepresentation of female students in STEM fields and has predominantly focused on female students in mathematics and science. However, minimal research focuses on the technology curriculum within the Aotearoa New Zealand context. This qualitative exploratory study investigated students’ perceptions of gender-typing and gender stereotypes within technology education and the experiences of students engaged in technology subjects in which they are gender minorities. Data were gathered through semi-structured interviews. The findings from the thematic analysis revealed that peers and the need for social connection impacted the experiences of gender minority students in their class and influenced their subject selection.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140629628","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

Gender Gap in STEM Pathways: The Role of Gender-Segregated Schooling in Mathematics and Science Performance STEM 途径中的性别差距：性别隔离的学校教育对数学和科学成绩的影响

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-04-18 DOI: 10.1007/s40841-024-00320-y

Alice Smith, Tanya Evans

{"title":"Gender Gap in STEM Pathways: The Role of Gender-Segregated Schooling in Mathematics and Science Performance","authors":"Alice Smith, Tanya Evans","doi":"10.1007/s40841-024-00320-y","DOIUrl":"https://doi.org/10.1007/s40841-024-00320-y","url":null,"abstract":"According to the World Economic Forum, the occupational gender gap with men dominating well-remunerated STEM careers is a key factor in the gender pay gap. However, the problem of underrepresentation of women in STEM fields is mitigated or reversed in some Eastern European and Islamic countries. This disparity suggests that cultural factors are at play. Gender-segregated schooling, which is commonly practiced in Islamic countries, is often seen as a contributing factor. However, the issue of gender-segregated education sparks much controversy. Critics argue evidence is lacking, and segregation may foster sexism and hinder social skills.In New Zealand, there is a significant opportunity to conduct research on gender segregation, as approximately 14.43% of girls and 14.35% of boys attend single-gender schools for their secondary (high school) education. In contrast to the USA and Australia, where single-gender schooling is predominantly offered by private and/or Catholic schools, the majority of New Zealand gender-segregated schools are state schools.Utilising the TIMSS 2019 dataset, our analysis revealed that girls from low socio-economic backgrounds and boys from higher socio-economic backgrounds who attend single-gender schools exhibit significantly higher mathematics and science achievement scores compared to their counterparts in co-educational settings. This success is particularly striking for girls in low socio-economic settings. Given mixed international evidence, this suggests that there must be protective factors at single-gender New Zealand schools, positively influencing these students. We examine potential factors setting apart girls-only schools to provide an explanation of our results: (1) a mitigated influence of gender socialisation practices and stereotype threat and (2) explicit messaging aimed at challenging stereotypes and empowering girls to actively engage in STEM fields.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140611994","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

Diverse Students’ Mathematical Wellbeing 多元化学生的数学福祉

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-04-18 DOI: 10.1007/s40841-024-00318-6

Julia L. Hill, Jodie Hunter

{"title":"Diverse Students’ Mathematical Wellbeing","authors":"Julia L. Hill, Jodie Hunter","doi":"10.1007/s40841-024-00318-6","DOIUrl":"https://doi.org/10.1007/s40841-024-00318-6","url":null,"abstract":"Supporting student wellbeing in schools is increasingly becoming a global priority. However, research and initiatives primarily focus on general wellbeing rather than subject-specific experiences. Given the pervasive levels of mathematics anxiety, negative attitudes, and disengagement in mathematics education, we argue for a more contextualised wellbeing approach. We define ‘mathematical wellbeing’ (MWB) as the fulfilment of values whilst learning mathematics accompanied by positive feelings (e.g., enjoyment) and functioning (e.g., engagement) in the discipline. We report on 3073 New Zealand Year Three to Eight students’ responses to a survey measuring their fulfilment of seven MWB values: accomplishments, cognitions, engagement, meaning, perseverance, positive emotions, and relationships. Students’ MWB was highest for relationships and perseverance and lowest for engagement and positive emotions; MWB declined from Years Three to Eight; females often rated higher MWB than males; school sociodemographic status was mostly not significant, whilst engagement and positive emotions differed across ethnicities. Research implications include understanding target areas to improve diverse students’ experiences and wellbeing in mathematics education.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140611988","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

Lessons from a Va Relational Approach: Embedding Indigenous Constructs for Classroom Practice 从 Va 关系方法中汲取的经验教训：在课堂实践中嵌入本土结构

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-04-17 DOI: 10.1007/s40841-024-00316-8

Yvonne Maggie Ualesi

{"title":"Lessons from a Va Relational Approach: Embedding Indigenous Constructs for Classroom Practice","authors":"Yvonne Maggie Ualesi","doi":"10.1007/s40841-024-00316-8","DOIUrl":"https://doi.org/10.1007/s40841-024-00316-8","url":null,"abstract":"There is increasing concern raised for youth not in education and employment or training (NEET). Subsequently there is an increased demand for both education and health services that support the development of positive youths’ identities, socioemotional and cognitive developmental needs, through youth mentoring strategies (Rhodes & DuBois, Current Directions in Psychological Science 17(4):254–258, 2008). Youth mentoring programmes are largely underpinned by Eurocentric approaches lacking consideration of diverse cultural needs of multi-ethnic under-served youth (Larson & Ngo, Journal of Adolescent Research 32:3–10, 2017). This article draws on data from a participant observational study highlighting how youth mentoring practice underpinned by a range of key Indigenous psychological constructs can be nurtured to improve classroom practice for kaiako (teacher, instructor). The context of investigation is focused on a youth mentoring programme in a tertiary learning environment at a large urban city of Aotearoa New Zealand that explored culturally responsive, sustaining and safe youth mentoring practice for Māori and Pacific/Pasifika rangatahi excluded from mainstream compulsory education.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140612348","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

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":null,"pages":null},"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

Academic Misconduct Among Undergraduates Across Aotearoa: Insights and Implications for Policy and Practice 奥特亚罗瓦本科生中的学术不端行为：对政策与实践的启示和影响

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-03-26 DOI: 10.1007/s40841-024-00315-9

Jason M. Stephens, Kate Absolum, Lee A. Adam, Chelsea J. Blickem, Katherine E. Gilliver-Brown, Deirdre E. Hart, John Kelly, Wendy Olsen, Neil Ulrich

{"title":"Academic Misconduct Among Undergraduates Across Aotearoa: Insights and Implications for Policy and Practice","authors":"Jason M. Stephens, Kate Absolum, Lee A. Adam, Chelsea J. Blickem, Katherine E. Gilliver-Brown, Deirdre E. Hart, John Kelly, Wendy Olsen, Neil Ulrich","doi":"10.1007/s40841-024-00315-9","DOIUrl":"https://doi.org/10.1007/s40841-024-00315-9","url":null,"abstract":"As elsewhere in the world, academic misconduct is a serious problem in Aotearoa. Yet, beyond the occasional newspaper headline, we know relatively little about the extent of the problem here or the factors associated with it. Consequently, our educational leaders and practitioners are left under-informed as they seek to address the problem and promote academic integrity. To help provide the knowledge and insights needed to craft good policy and best practice, the Research on Academic Integrity in New Zealand (RAINZ) Project—a research collaboration involving eight tertiary institutions—was founded in 2021. In the second semester of 2022, the RAINZ Project launched the first-ever nationwide survey of undergraduate students’ perceptions, attitudes, and behaviours related to academic integrity. Results from this survey, which was completed by undergraduates (N = 4493), indicate that most students (approximately two-thirds) reported engaging in at least one form of academic misconduct in the past year. As hypothesised, students’ perceptions (of the institutional climate and peer norms) and moral attitudes (related to cheating) were significantly associated with their engagement in academic misconduct. Details of these results as well as their implications for policy and practice are discussed.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140299624","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":null,"pages":null},"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":null,"pages":null},"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}

引用次数: 0

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":null,"pages":null},"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}

引用次数: 0