NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献_第9页

Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021 颠覆新西兰课程共识:从“世界领先”课程到课程更新2007-2021

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-06 DOI: 10.1007/s40841-021-00238-9

Taylor Alexander Hughson

{"title":"Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021","authors":"Taylor Alexander Hughson","doi":"10.1007/s40841-021-00238-9","DOIUrl":"https://doi.org/10.1007/s40841-021-00238-9","url":null,"abstract":"This article seeks to explain how Aotearoa New Zealand moved from a consensus that the New Zealand Curriculum (NZC) should grant a high degree of autonomy to teachers, to an emerging view that it ought to be more prescriptive about content. To do this, it takes an assemblage approach to policy analysis, understanding policies as constantly evolving ‘bundles’ of divergent components temporarily woven together. The article first explores the complex intermingling of Third Way priorities, knowledge economy discourses, educational progressivism and narratives of ‘harmonious’ biculturalism which constitute the 2007 NZC. It then explores the sustained critique of the NZC from the 2015 parliamentary petition calling for compulsory teaching of the New Zealand Wars, up to the government’s 2021 ‘curriculum refresh’ announcement. It is argued that this ‘refresh’ moves to reassemble the NZC so that it accommodates a series of demands made of it in recent years, including demands the curriculum take a more active role in redressing the impact of colonisation, and demands from both business-aligned groups and academics that the curriculum become more ‘knowledge-led’.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"91 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527578","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

Sweat Equity: Student Scholarships in Aotearoa New Zealand's Universities. 汗水公平：新西兰奥特亚大学的学生奖学金。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2022-03-24 DOI: 10.1007/s40841-022-00244-5

Max Soar, Lucy Stewart, Sylvia Nissen, Sereana Naepi, Tara McAllister

{"title":"Sweat Equity: Student Scholarships in Aotearoa New Zealand's Universities.","authors":"Max Soar, Lucy Stewart, Sylvia Nissen, Sereana Naepi, Tara McAllister","doi":"10.1007/s40841-022-00244-5","DOIUrl":"10.1007/s40841-022-00244-5","url":null,"abstract":"This paper responds to calls from past and present students to increase the value of postgraduate scholarships in Aotearoa New Zealand. Here we provide context for understanding the scholarship landscape in Aotearoa, including how scholarships are understood in relation to dominant neoliberal framings of higher education and persistent inequities within the sector. We present data which provides insight into the current inequities in Summer, Masters and PhD scholarship values. The average value of PhD scholarships has remained stagnant between 2011 and 2019 resulting in the average being $11,238 less than the Living Wage in 2019. We show that the average length of time full-time PhD students take to complete their doctorates exceeds the three-year tenure of scholarships. We argue the status-quo of low scholarships, supplemented by postgraduate 'sweat', excludes people from participating in postgraduate education, preventing them and their communities from realising the public benefits that such an education can produce. We suggest that these inadequacies could be addressed through (1) raising Summer, Masters and PhD scholarships to the living wage; (2) extending tenure of PhD scholarships; and (3) reinstating the postgraduate student allowance.Supplementary information: The online version contains supplementary material available at 10.1007/s40841-022-00244-5.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"57 2","pages":"505-523"},"PeriodicalIF":1.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8943112/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10286321","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

Lockdown Experiences of 10-13 Year Olds in New Zealand. 新西兰 10-13 岁青少年的禁闭经历。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2021-12-29 DOI: 10.1007/s40841-021-00237-w

Brigid McNeill, Gail T Gillon

{"title":"Lockdown Experiences of 10-13 Year Olds in New Zealand.","authors":"Brigid McNeill, Gail T Gillon","doi":"10.1007/s40841-021-00237-w","DOIUrl":"10.1007/s40841-021-00237-w","url":null,"abstract":"The implementation of lockdowns that include the closure of educational facilities for face to face teaching has been one of the strategies used internationally to contain the spread of the COVID-19 virus. Research suggests lockdowns are associated with negative impacts on children's psycho-social functioning, Most research, however, has been conducted in countries where extended lockdown periods have been in place and has primarily used parent/child survey to gain insight into lockdown effects. The current study was conducted in the context of New Zealand's initial 7-week national lockdown which allowed examination of the impact of a relatively short lockdown period. Participants (n = 139) aged 10 to 13 years from one school were interviewed face to face about their experiences during lockdown immediately following the re-opening of schools. Participants' self-concept was also evaluated to gain an understanding of their psycho-social skills after lockdown. Qualitative analysis identified positive and negative features of lockdown from children's perspectives. Analysis also focused on changes to children's relationships with close family members during lockdown. The findings have implications for identifying how to optimise lockdown experiences for children.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"57 1","pages":"173-189"},"PeriodicalIF":1.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8715840/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52797828","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

Do You Hear Me? A Critical Review of the Voice of Racism Anti-racism Education Campaign from Aotearoa New Zealand. 你听见了吗？新西兰奥特亚种族主义之声反种族主义教育运动评论。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-01-01 Epub Date: 2022-01-21 DOI: 10.1007/s40841-022-00239-2

Manjeet Birk

引用次数: 3

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。

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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":"57 2","pages":"367-384"},"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。

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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":"57 2","pages":"335-349"},"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

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

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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

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。

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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":"57 2","pages":"589-606"},"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

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