发布求助
文献互助 智能选刊 最新文献

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献

筛选
英文 中文
Teaching Gender and Sexual Diversity in Aotearoa New Zealand: How Hierarchies and Surveillance Shape What is Possible 新西兰奥特亚的性别和性多样性教学：等级制度和监督如何塑造可能
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-07-31 DOI: 10.1007/s40841-022-00259-y
Katie Graham, K. Nairn, G. Treharne
{"title":"Teaching Gender and Sexual Diversity in Aotearoa New Zealand: How Hierarchies and Surveillance Shape What is Possible","authors":"Katie Graham, K. Nairn, G. Treharne","doi":"10.1007/s40841-022-00259-y","DOIUrl":"https://doi.org/10.1007/s40841-022-00259-y","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774519","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: 1
Effective Teaching and Learning Strategies in a Chemistry Classroom 化学课堂中的有效教学策略
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-06-15 DOI: 10.1007/s40841-022-00242-7
Priyanka Dayal, Zakia Ali-Chand
{"title":"Effective Teaching and Learning Strategies in a Chemistry Classroom","authors":"Priyanka Dayal, Zakia Ali-Chand","doi":"10.1007/s40841-022-00242-7","DOIUrl":"https://doi.org/10.1007/s40841-022-00242-7","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41960631","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: 1
Myth-Making: On-going Impacts of Historical Education Policy on Beliefs About Māori in Education 神话的制造:历史教育政策对Māori教育信念的持续影响
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-06-13 DOI: 10.1007/s40841-022-00257-0
Maia Hetaraka
{"title":"Myth-Making: On-going Impacts of Historical Education Policy on Beliefs About Māori in Education","authors":"Maia Hetaraka","doi":"10.1007/s40841-022-00257-0","DOIUrl":"https://doi.org/10.1007/s40841-022-00257-0","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44218911","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: 3
Analysing the National Education and Learning Priorities Policy Statement Through the Lens of Fielding’s Person-Centred Education Framework 从菲尔丁的以人为本的教育框架分析国家教育和学习优先政策声明
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-06-04 DOI: 10.1007/s40841-022-00256-1
Julian Adamson
{"title":"Analysing the National Education and Learning Priorities Policy Statement Through the Lens of Fielding’s Person-Centred Education Framework","authors":"Julian Adamson","doi":"10.1007/s40841-022-00256-1","DOIUrl":"https://doi.org/10.1007/s40841-022-00256-1","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43830106","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: 1
Evaluation of the “Three Steps in Screening for Dyslexia” Assessment Protocol Designed for New Zealand Teachers 为新西兰教师设计的“阅读障碍筛查三步法”评估方案的评价
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-06-02 DOI: 10.1007/s40841-022-00254-3
Mike Sleeman, J. Everatt, Alison Arrow, A. Denston
{"title":"Evaluation of the “Three Steps in Screening for Dyslexia” Assessment Protocol Designed for New Zealand Teachers","authors":"Mike Sleeman, J. Everatt, Alison Arrow, A. Denston","doi":"10.1007/s40841-022-00254-3","DOIUrl":"https://doi.org/10.1007/s40841-022-00254-3","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49104065","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: 1
The Teaching Council and Initial Teacher Education: False Binaries and Academic Freedom 教学委员会和初级教师教育:错误的二元和学术自由
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-06-01 DOI: 10.1007/s40841-022-00253-4
Daniel Couch, Nesta Devine, G. Stewart
{"title":"The Teaching Council and Initial Teacher Education: False Binaries and Academic Freedom","authors":"Daniel Couch, Nesta Devine, G. Stewart","doi":"10.1007/s40841-022-00253-4","DOIUrl":"https://doi.org/10.1007/s40841-022-00253-4","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47335593","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: 2
Impacting Change in Classroom Literacy Instruction: A Further Investigation of the Better Start Literacy Approach 课堂扫盲教学的影响变化:“更好地开始扫盲”方法的进一步研究
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-05-03 DOI: 10.1007/s40841-022-00251-6
Amy Scott, Gail Gillon, Brigid McNeill, Megan Gath
{"title":"Impacting Change in Classroom Literacy Instruction: A Further Investigation of the Better Start Literacy Approach","authors":"Amy Scott, Gail Gillon, Brigid McNeill, Megan Gath","doi":"10.1007/s40841-022-00251-6","DOIUrl":"https://doi.org/10.1007/s40841-022-00251-6","url":null,"abstract":"<p>A controlled intervention study supported the effectiveness of teachers implementing an integrated intervention (<i>Better Start Literacy Approach; BSLA</i>) to accelerate foundational literacy skills for children in Year 1 with low levels of oral language ability in a community with significant challenges to effective teaching and learning (Gillon et al., 2019). As part of an implementation approach, the current study aimed to investigate whether teachers from less challenging contexts can successfully implement the <i>Better Start Literacy Approach</i> with reduced support from researchers. Two schools with a total of 93 Year 0/1 children participated in the teacher-led classroom literacy intervention, with 20% of sample classified as linguistically diverse. A series of research questions explored the impact of the intervention on children’s foundational literacy skills. Repeated measures general linear models demonstrated a positive impact of the intervention for the research group compared to the control group. Further analysis demonstrated the intervention was equally effective for linguistically diverse learners. The findings have important implications for better understanding the effectiveness of the BSLA in differing contexts and for linguistically diverse learners, further adding to the research for this literacy intervention.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512364","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 The History of a Riot. By Jared Davidson (2021) 《一次暴动的历史》书评。杰瑞德·戴维森(2021)
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-04-29 DOI: 10.1007/s40841-022-00245-4
Sam Oldham
{"title":"Review of The History of a Riot. By Jared Davidson (2021)","authors":"Sam Oldham","doi":"10.1007/s40841-022-00245-4","DOIUrl":"https://doi.org/10.1007/s40841-022-00245-4","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512354","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
On Intellectual Independence: The Principal Aim of Universities in New Zealand 论知识独立:新西兰大学的主要目标
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-04-25 DOI: 10.1007/s40841-022-00250-7
Kerry Shephard
{"title":"On Intellectual Independence: The Principal Aim of Universities in New Zealand","authors":"Kerry Shephard","doi":"10.1007/s40841-022-00250-7","DOIUrl":"https://doi.org/10.1007/s40841-022-00250-7","url":null,"abstract":"<p>New Zealand's Education and Training Act (Education and Training Act 2020 establishment of institutions, https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS202213.html, 2020) confirms that the principal aim of universities is to develop intellectual independence. The act does not stipulate what intellectual independence is or how universities are to develop it. This article explores what intellectual independence might mean in the context of student learning in New Zealand, and what is known about how it could be developed and about how university teachers might confirm that they are developing it. The article provides a conceptual commentary and a model of intellectual independence, designed to encourage debate on this important and pressing higher-education policy issue. The model proposes that intellectual independence is the consequence of students learning the skills and dispositions to think critically, as an independent guide to their own beliefs and actions, and that the Education Act provides a challenge to higher education to contribute positively to the further development of an intellectually-independent critical citizenry.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512366","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: 2
Learning to Teach Mathematics Through Problem Solving 通过问题解决学习数学教学
IF 0.9
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-04-21 DOI: 10.1007/s40841-022-00249-0
J. Bailey
{"title":"Learning to Teach Mathematics Through Problem Solving","authors":"J. Bailey","doi":"10.1007/s40841-022-00249-0","DOIUrl":"https://doi.org/10.1007/s40841-022-00249-0","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45643824","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: 1
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信