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

Innovative learning environments in New Zealand: Student teachers' perceptions. 新西兰的创新学习环境：师生的看法

IF 1

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-01-01 Epub Date: 2021-03-16 DOI: 10.1007/s40841-021-00195-3

Jo Fletcher, John Everatt

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引用次数: 0

Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School. Mana Ūkaipō: Māori学生在学校的联系、归属感和参与度

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-01-01 Epub Date: 2021-09-29 DOI: 10.1007/s40841-021-00226-z

Camilla Highfield, Melinda Webber

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引用次数: 0

Conceptualising SEL in the Cross-Cultural Spaces of Primary Schools in Aotearoa New Zealand. 新西兰奥特罗阿小学跨文化空间中SEL的概念化

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-01-01 Epub Date: 2021-07-02 DOI: 10.1007/s40841-021-00213-4

K A Goodman

引用次数: 0

Talking Spaces: Architects and Educators. 对话空间：建筑师和教育家。

IF 1

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-01-01 Epub Date: 2021-02-15 DOI: 10.1007/s40841-021-00193-5

Noeline Wright, Trent Thompson, Tim Horne

{"title":"Talking Spaces: Architects and Educators.","authors":"Noeline Wright, Trent Thompson, Tim Horne","doi":"10.1007/s40841-021-00193-5","DOIUrl":"https://doi.org/10.1007/s40841-021-00193-5","url":null,"abstract":"This article synthesises longitudinal deliberations between two architects and an educator, seeking common ground about learning spaces in schools. As the impetus for new and refurbished school buildings continues in New Zealand, it is timely to unpack instinctual disciplinary practices to better understand space and place in schools. We undertook a process of 'bumping' ideas against one another, establishing intersections around the nature of physical spaces created, inhabited, appropriated and used for educational purposes. The process of documenting our deliberations was dialogic and autoethnographic. Through interrogating ideas about space and place in literature and images, we explored how classrooms function for teaching and learning, and opportunities for both intimate and social learning and teaching. We sought to clarify how architects translate ideas about flexible learning, collaboration and whole class teaching into the design of schools and classrooms. We shared knowledge about pedagogy and architecture, and from these iterative dialogic practices, we offer ideas about educational spaces and places from those positions. As disciplinary professionals, we had internalised so much knowledge and expertise within our own fields,we realised that articulating it to others can be a struggle. We have shared the crafting of this article to partially compensate for misplacing the words to express how and why we do what we do in our own practices. We believe that it matters not only that learning spaces are designed well, but also that architects and educators can talk with rather than past each other.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"56 Suppl 1","pages":"45-59"},"PeriodicalIF":1.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7883886/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235504","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

'Staying Apart Yet Keeping Together': Challenges and Opportunities of Teaching During COVID-19 Across the Tasman. “分离而团结”：新冠肺炎期间塔斯曼地区教学的挑战和机遇

IF 1

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2021-01-01 Epub Date: 2021-06-18 DOI: 10.1007/s40841-021-00211-6

Dawn Joseph, Robyn Trinick

{"title":"'Staying Apart Yet Keeping Together': Challenges and Opportunities of Teaching During COVID-19 Across the Tasman.","authors":"Dawn Joseph, Robyn Trinick","doi":"10.1007/s40841-021-00211-6","DOIUrl":"10.1007/s40841-021-00211-6","url":null,"abstract":"COVID-19 has had a profound effect on higher education institutions across the world. The rapid shift to blended teaching has meant changes to ways of teaching and learning. Author One (Australia) and Author Two (New Zealand) are tertiary academics in initial teacher education programmes. In this paper, they draw on narrative enquiry as a way to tell their stories of how they had to rapidly move from of face-to-face teaching to an emergency situation of online (cloud) teaching and learning. Through shared reflection, they offer a snapshot of their lived experience teaching music education, managing students and staff. In the findings, they discuss key challenges and opportunities they encountered in relation to student participation and engagement, teaching and learning, and wellbeing. Staying connected with each other across the Tasman Sea, using email and Zoom were important forms of providing mutual support that contributed positively to their sense of wellbeing as academics during this stressful time. They contend that universities need to consider the more human aspect of changes that have impacted staff and students. They question what the future will hold for initial teacher education programs post 2020. They suggest working collaboratively with schools, professional organisations, and industry when designing new programmes as the landscape of higher education changes due to the ongoing pandemic.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"56 1","pages":"209-226"},"PeriodicalIF":1.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8212272/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47426483","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

Review of Alison Jones: This Pākehā life: An Unsettled Memoir 艾莉森·琼斯:这Pākehā生活:一个不稳定的回忆录

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2020-10-29 DOI: 10.1007/s40841-020-00182-0

Nesta Devine

引用次数: 0

Towards a More Meaningful Evaluation of University Lecturers 对大学讲师进行更有意义的评价

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2020-10-26 DOI: 10.1007/s40841-020-00180-2

Thilo Hagen

引用次数: 0

Understanding Change in Self-reported Undergraduate Attributes: A Repeated Measures Survey of Students in Education 对大学生自述属性变化的理解:一项对受教育学生的重复测量调查

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2020-10-20 DOI: 10.1007/s40841-020-00178-w

Gavin T. L. Brown, M. Grays

引用次数: 1

Gatekeeper Engagement and the Importance of Phronesis-Praxis in School-Based Research 守门人参与与Phronesis实践在校本研究中的重要性

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2020-09-30 DOI: 10.1007/s40841-020-00177-x

Wendy Goff

引用次数: 2

A Non-native Teacher’s Reflection on Living in New Zealand 一位非本土教师对新西兰生活的思考

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2020-09-03 DOI: 10.1007/s40841-020-00176-y

D. Yan

引用次数: 8