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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献

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State Education and Historical Reappraisal: Changes to the Draft Version of the Aotearoa New Zealand’s Histories Curriculum Content 国家教育与历史再评价:对新西兰历史课程内容草案的修改
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-05-31 DOI: 10.1007/s40841-023-00289-0
Christopher Burns
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引用次数: 0
Review of Teaching for Complex Systems Thinking. By Rosemary Hipkins (2021) 复杂系统思维教学述评。罗斯玛丽·希普金斯（2021）
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-05-22 DOI: 10.1007/s40841-023-00288-1
A. Wells
{"title":"Review of Teaching for Complex Systems Thinking. By Rosemary Hipkins (2021)","authors":"A. Wells","doi":"10.1007/s40841-023-00288-1","DOIUrl":"https://doi.org/10.1007/s40841-023-00288-1","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47206426","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
Above and Beyond: A Grounded Theory of Aotearoa/New Zealand High School Teachers' Perspectives on International Study Tours. 超越:新西兰高中教师国际游学观的扎根理论
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-05-19 DOI: 10.1007/s40841-023-00291-6
Donna O'Donnell, Mark Orams, Heike Schänzel
{"title":"Above and Beyond: A Grounded Theory of Aotearoa/New Zealand High School Teachers' Perspectives on International Study Tours.","authors":"Donna O'Donnell, Mark Orams, Heike Schänzel","doi":"10.1007/s40841-023-00291-6","DOIUrl":"10.1007/s40841-023-00291-6","url":null,"abstract":"<p><p>This paper addresses the dearth of research into the roles high school teachers play in organising and leading international study tours offered by high schools in New Zealand (prior to the COVID-19 pandemic). The aim of this paper is to provide insights into the motivations and experiences of teachers involved in these tours. A grounded theory approach was used, and qualitative data were collected via face-to-face interviews with eight teachers forming the basis of the development of a theory which proposes that both navigating and negotiating learning experiences are key aspects of the teacher's role. Data revealed that the expectations and challenges placed upon the teachers had implications for their personal and professional lives. The tension between teachers' perceived obligations for the safety of the students and the adolescent's desire for freedom to explore whilst travelling proved difficult to resolve and teachers questioned the sacrifices they personally needed to make.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10196302/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619667","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: 0
Adaptiveness for Online Learning: Conceptualising 'Online Learning Dexterity' from Higher Education Students' Experiences. 适应在线学习：从高等教育学生的经历中理解“在线学习灵活性”
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-05-13 DOI: 10.1007/s40841-023-00287-2
Joyce Hwee Ling Koh, Ben Kei Daniel, Angela C Greenman
{"title":"Adaptiveness for Online Learning: Conceptualising 'Online Learning Dexterity' from Higher Education Students' Experiences.","authors":"Joyce Hwee Ling Koh, Ben Kei Daniel, Angela C Greenman","doi":"10.1007/s40841-023-00287-2","DOIUrl":"10.1007/s40841-023-00287-2","url":null,"abstract":"<p><p>Online learning dexterity, or the ability to effortlessly adapt to online learning situations, has become critical since the COVID-19 pandemic, but its processes are not well-understood. Using grounded theory, this study develops a paradigm model of online learning dexterity from semi-structured interviews with 32 undergraduate and postgraduate students from a university in New Zealand. Through students' online learning experiences during the pandemic from 2020 to 2021, online learning dexterity is found to be how students make online learning 'just as good' as face-to-face learning by creating and adjusting five learning manoeuvres according to developing online learning circumstances. Undergraduates and postgraduates re-use familiar study strategies as <i>deep learning manoeuvres,</i> but undergraduates restrict <i>support-seeking manoeuvres</i> to lecturers. Technical problems with online systems and poor course organisation by lecturers affected learning productivity, resulting in the need for more <i>time optimisation manoeuvres</i>. Social support helped students activate <i>persistence manoeuvres</i> to sustain online class attendance. However, undergraduates had more problems sustaining interest and engagement during class as they were not as proficient with using <i>learning presence manoeuvres</i> as postgraduates enrolled in distance learning programmes. The theoretical and practical significance of online learning dexterity for post-pandemic higher education is discussed.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10182339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45280166","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: 0
Providing a New Pathway Into the Primary Teaching Profession: Reflecting on the First Year of a New Field-Based, Online, Bicultural Programme in Aotearoa/New Zealand 提供进入小学教学专业的新途径:反思新西兰奥特罗阿一个新的基于实地的在线双文化项目的第一年
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-04-06 DOI: 10.1007/s40841-023-00284-5
J. McPhillips, N. E. Melvin, T. Carlyon, A. Fisher, R. Merry
{"title":"Providing a New Pathway Into the Primary Teaching Profession: Reflecting on the First Year of a New Field-Based, Online, Bicultural Programme in Aotearoa/New Zealand","authors":"J. McPhillips, N. E. Melvin, T. Carlyon, A. Fisher, R. Merry","doi":"10.1007/s40841-023-00284-5","DOIUrl":"https://doi.org/10.1007/s40841-023-00284-5","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44999131","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
Right Here, Right Now: Effective Interprofessional Collaboration in Education from the Perspectives of Primary School Teachers in Aotearoa New Zealand 此时此地:新西兰奥特罗阿小学教师视角下的有效跨专业教育合作
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-03-16 DOI: 10.1007/s40841-023-00279-2
Jess Fenwick, Stephanie Kelly
{"title":"Right Here, Right Now: Effective Interprofessional Collaboration in Education from the Perspectives of Primary School Teachers in Aotearoa New Zealand","authors":"Jess Fenwick, Stephanie Kelly","doi":"10.1007/s40841-023-00279-2","DOIUrl":"https://doi.org/10.1007/s40841-023-00279-2","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47536708","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
Review of Fragments from a Contested Past: Remembrance, Denial, and New Zealand History. By Joanna Kidman, Vincent O’Malley, Liana MacDonald, Tom Roa, and Keziah Wallis. (2022) 回顾有争议的过去:记忆、否认和新西兰历史。作者:乔安娜·基德曼、文森特·奥马利、莉安娜·麦克唐纳、汤姆·罗亚和凯泽亚·沃利斯。（2022）
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-02-03 DOI: 10.1007/s40841-023-00277-4
M. Stuart
{"title":"Review of Fragments from a Contested Past: Remembrance, Denial, and New Zealand History. By Joanna Kidman, Vincent O’Malley, Liana MacDonald, Tom Roa, and Keziah Wallis. (2022)","authors":"M. Stuart","doi":"10.1007/s40841-023-00277-4","DOIUrl":"https://doi.org/10.1007/s40841-023-00277-4","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47118987","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
Review of A Fire in the Belly of Hineāmaru / Ka Ngāngana Tonu a Hineāmaru. Nā Melinda Webber rāua ko Te Kapua O’Connor (2022)
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-20 DOI: 10.1007/s40841-023-00274-7
G. Stewart
{"title":"Review of A Fire in the Belly of Hineāmaru / Ka Ngāngana Tonu a Hineāmaru. Nā Melinda Webber rāua ko Te Kapua O’Connor (2022)","authors":"G. Stewart","doi":"10.1007/s40841-023-00274-7","DOIUrl":"https://doi.org/10.1007/s40841-023-00274-7","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42623643","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
Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis. 成为一名非母语汉语教师：身份三角模型分析。
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-03-21 DOI: 10.1007/s40841-023-00281-8
Danping Wang, Claudia Mason
{"title":"Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis.","authors":"Danping Wang,&nbsp;Claudia Mason","doi":"10.1007/s40841-023-00281-8","DOIUrl":"10.1007/s40841-023-00281-8","url":null,"abstract":"<p><p>This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243-262, 2021, 10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European non-native Chinese speaker during 12 weeks of her first semester of teaching. Analysis of the data revealed nine subcategories within the psychological, behavioural, and relational domains according to the Identity Triangle Model. The findings suggest that this new non-native speaker teacher viewed her as an accidental teacher, exploring a teaching career without a strong instrumentalist aspiration or a clear career path in language teaching. Instead, she was more motivated by a desire for personal growth and the opportunity to reinvent themselves in a new cultural context. The results of this study offer theoretical implications for the adoption of a unified framework in future research on the identity of first-time language teachers, and practical implications for developing sustainable strategies aimed at recruiting and retaining non-native speaker teachers in foreign language education.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10028779/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9898282","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
Wellbeing Learnings from Pandemic Pedagogies in Aotearoa New Zealand. 新西兰奥特亚流行病教育学的健康学习。
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-02-27 DOI: 10.1007/s40841-023-00278-3
Jenny Ritchie
{"title":"Wellbeing Learnings from Pandemic Pedagogies in Aotearoa New Zealand.","authors":"Jenny Ritchie","doi":"10.1007/s40841-023-00278-3","DOIUrl":"10.1007/s40841-023-00278-3","url":null,"abstract":"<p><p>This paper discusses data from a survey of New Zealand teachers conducted in 2020 during the first months of the COVID-19 pandemic. It considers this data in the light of a series of contexts: Te Tiriti o Waitangi; social inequalities particularly in relation to the impacts of colonisation and neoliberal social and economic policies on Māori; the New Zealand government's commitment to wellbeing; Te Ara Waiora, a Māori model of wellbeing utilised by the New Zealand Treasury; and the status of the teaching profession in Aotearoa New Zealand. Using data from the teachers' responses to the survey, it outlines ways in which wellbeing was prioritised by teachers during these early months of the pandemic, when teachers were suddenly required to pivot to online teaching. It argues that the wellbeing values as espoused in te ao Māori, a Māori worldview, and those articulated by teachers provide inspiration for a pathway beyond the privations of the pandemic.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9970118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9909721","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
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