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1.
Vicki Mather 《Research in Science Education》1994,24(1):226-235
One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed
in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology
curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender
inclusive’ within national curriculum development generally, and explore and analyse these different responses within the
specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference
between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on
the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific
purposes.
Specializations: feminist theory, science education, technology education, technology curriculum development. 相似文献
2.
Nalini Pather Phil Blyth Jamie A. Chapman Manisha R. Dayal Natasha A.M.S. Flack Quentin A. Fogg Rodney A. Green Anneliese K. Hulme Ian P. Johnson Amanda J. Meyer John W. Morley Peter J. Shortland Goran Štrkalj Mirjana Štrkalj Krisztina Valter Alexandra L. Webb Stephanie J. Woodley Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand. 相似文献
3.
Mary Hill 《Educational Research for Policy and Practice》2002,1(1-2):113-125
As a result of the changes to school administration and curriculum in New Zealand over the last ten years, primary teachers
have had to make significant changes to their assessment practices. This paper briefly reviews literature relating to the
competing discourses of assessment that underpin teachers' practices and describes how the changes to New Zealand education
have provoked a reconsideration of the balance between formative and summative assessment. It then reports findings from a
qualitative investigation into how some primary teachers have attempted to accommodate these competing discourses and the
effects these have had on their teaching practice. These results are discussed in light of the research literature and suggestions
for changing national and school policies and practices to prioritise assessment for better learning over accountability conclude
the paper.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
5.
RECENT CHANGES in educational administration in New Zealand have been premised on an economic model of schools as providers and parents as consumers. At the same time, laws relating to education have been changed toward establishing the right of all children, irrespective of ability or disability, to education in state schools. Both moves have the potential to empower parents seeking integration into mainstream classrooms for their children who have disabilities. Recognition of the rights of Maori as the indigenous people of New Zealand is a further context within which educational and disability issues can be interpreted in terms of the social, cultural and political beliefs that underlie our concepts and actions. 相似文献
6.
Louise Starkey 《Critical Studies in Education》2019,60(3):375-390
While the terms student-centred and learner-centred are used to describe a range of neo-liberal educational policies and practices around the world, the meaning is not clearly defined. This limits its utility as a concept in policy, research and practice. This article applies abductive reasoning to explore how student-centred education is theorised in academic literature and articulated within a sample of New Zealand school principals’ visions for their schools. The findings suggest that student-centred education can be synthesised into a conceptual framework that includes three overlapping dimensions; humanist, agentic and cognitive. The humanist dimension encompasses getting to know students as unique human beings, the agentic focuses on empowering students and the cognitive dimension considers each student’s learning progress. There was diverse understanding of what it meant to be student-centred by the principals with the humanist and agentic dimensions dominating. It is anticipated that educational outcomes for disadvantaged students would improve when the three dimensions are applied together. The proposed framework could be applied by policymakers, practitioners and researchers to enhance clarity of student-centred education policies and practices. 相似文献
7.
J W Chapman 《Journal of learning disabilities》1992,25(6):362-370
Learning disabilities (LD) has never been officially recognized as a category of special education in New Zealand. This article discusses the main reasons for the rejection of the LD category. The education system in New Zealand is described, and the nature of special education is outlined to provide a context for considering LD. Attempts by the parent group SPELD (New Zealand Federation of Specific Learning Disabilities Associations) to have "specific learning disabilities" (SLD) recognized in legislation are discussed, along with reasons for the rejection of these attempts by state education officials. It is concluded that LD/SLD will never be recognized as such in New Zealand. The needs of students with LD may potentially be met by new policies for "high incidence" special needs. But teachers' lack of skills and strategies for working with a range of learning difficulties is seen as an impediment to students with LD being adequately helped in the foreseeable future. 相似文献
8.
Alison Jones 《Discourse: Studies in the Cultural Politics of Education》2004,25(3):321-334
How did early childhood education become “risky” for children and teachers? This paper takes a series of booklets written in the 1990s as a case study of the entry of official anxiety about sexual abuse in early childhood centres in New Zealand. I argue that these documents provided a basis for policy development which reflects risk anxiety rather than a proper, informed appraisal of any real dangers to children in early childhood education in New Zealand; in addition, the documents legitimate unprecedented ongoing (self‐)regulation of teachers' practices, regulation about which critical questions cannot be asked without being understood as “denial” of abuse. It is concluded that the original documents, and the policies they engender, have had the negative and illegitimate effect of producing “risk of abuse” as a normal aspect of contemporary early childhood education. 相似文献
9.
This article contributes a Canadian perspective to a growing body of international research investigating teacher education, specifically as a category of academic work exemplified in employment advertisements. By investigating how Canadian employment advertisements in teacher education are constructed as mediating artefacts in the relationship between potential candidates and their goal of gaining an academic position, we attempt to identify contradictions inherent to systems of human activity, and surface institutional priorities regarding faculty hiring policies and the staffing practices within Canadian teacher education programs. Our study surfaces both similarities and differences with concurrent WoTE (Work of Teacher Education) investigations in the United Kingdom, Australia and New Zealand regarding the teacher education as a form of academic labour, echoing their characterisation of the increasingly “precarious space” occupied by teacher education in post-secondary institutions. 相似文献
10.
Educational Assessment in New Zealand Schools 总被引：1，自引：0，他引：1
Terry J. Crooks 《Assessment in Education: Principles, Policy & Practice》2002,9(2):237-253
11.
Stephen Marshall 《Compare》2019,49(3):471-488
International education is widely recognised as providing a range of positive outcomes for students, universities, and both the source and destination countries. New Zealand politicians, however, see international education as a means of generating significant export earnings able to subsidise the local provision of university education. New Zealand universities have been criticised as underperforming in comparison to their Australian counterparts in attracting revenue from international students. This article explores the evidence of that observation by examining the patterns of enrolment by international students in New Zealand and Australian universities. The analysis identifies significant drivers of the international student enrolments in Australia and discusses potential strategic and policy implications for international education in New Zealand that respond to these drivers. 相似文献
12.
Marion Bowl 《International Journal of Lifelong Education》2013,32(6):723-738
This paper explores the impact of changing higher education policies and funding on university adult and continuing education in England and Aotearoa New Zealand. It discusses some of the contextual factors contributing to sustaining continuing education in New Zealand, against the tide of developments elsewhere, and in spite of its subjection to the influence of neoliberal policies since the 1980s: an ethos of public knowledge dissemination, acknowledgement of the universities' role as ‘critic and conscience’ of society, a broad commitment to educational equality and a strategic as well as pragmatic approach. The paper describes developments in one New Zealand continuing education department as it experiences institutional and political change. The author concludes that, in spite of demonstrating considerable resilience, the structures and activities of continuing education departments in New Zealand are as fragile as they have been in England. ‘Radical hope’ is advocated as the university‐based adult educator's response in difficult times. It involves challenging the assumptions of neoliberalism, and reaffirming the political nature of adult education. 相似文献
13.
从20世纪90年代至今,新西兰中小学初任教师入职教育发展迅速并渐趋完善。当前,新西兰把初任教师的入职教育作为其成为正式教师的必备条件,从而推动了初任教师入职教育的制度化和规范化,不仅建立了与教师资格相联系的一体化机制和灵活分工的合作管理体制,而且形成了高效有利的保障措施和严格完善的质量评估体系,有力地促进了教师专业化水平,彰显出新西兰中小学初任教师入职教育的特色和优势。 相似文献
14.
ABSTRACTWhile a number of studies have established the growing role impact PISA has had on national education policy, much less is known about the global-local recontextualization of policy transfer, and the role of national policy officials. Through interviews with key policy officials in Norway and New Zealand, the study revealed a growing cosmopolitanism in outlook in both countries with strong indications of changes made to respond to PISA data. However, officials also reasserted the strengths of their national education system and worked to enrich OECD understandings of educational quality. Theorizing through Bourdieu, the authors propose that the concept of cosmopolitan capital provides a useful analytical tool to explain increasingly outward and globally-oriented practices and dispositions held by policy officials within a global education policy field. 相似文献
15.
Roseanna Bourke Mandia Mentis 《Assessment in Education: Principles, Policy & Practice》2014,21(4):384-397
Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’ and ‘to assess’. This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to ‘narrate’ student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for all learners. 相似文献
16.
This paper discusses New Zealand’s role in the global market for tertiary education. The internationalisation and liberalisation of education markets is progressing rapidly in today’s globalising world, as reflected by the incorporation of education as a service into the GATS framework. Through the example of New Zealand as a case study for the internationalisation of education services, the study depicts the way the government is involved in this process. Commodification of sectors traditionally subject to domestic public policy is often associated with a less interventionist state, but our example of education shows that this is not necessarily the case, at least not in the medium‐term: New Zealand’s government rather appears to be an active facilitator of the liberalisation process in education. We review its recent move towards treating education as an international export good and present data on the growth of this industry. The paper concentrates on the particular ways by which New Zealand’s government is trying to facilitate this process of liberalising the education sector. 相似文献
17.
新西兰的护理教育在其护理教育理念及临床护理教育模式下,已经发展出一套完整的适合国情的护理教育体系。通过对新西兰护理教育在课程设置、课程实施、课程评估以及执业护理考试等方面的调查,发现在其良好的护理教育环境下,具有全新的教育模式,灵活多变的教学方法及评估措施,且与临床护理实践紧密相关,很好地体现了护理特色,满足了临床护理需求。新西兰护理教育模式为我国的护理教育在课程设置、教学方法、评估手段方面提供了借鉴和帮助。 相似文献
18.
Secondary Education and Research in New Zealand 总被引：1，自引：0，他引：1
Robyn Baker 《Educational Research for Policy and Practice》2002,1(1-2):51-63
Through the 1990s the secondary sector was a site of considerable change as the Government sought to ensure that the curriculum
and associated assessment practices were designed to meet student needs and the long-term goals of New Zealand society. The
new regime aimed to promote student achievement and in particular to attain more equitable educational outcomes for all New
Zealand students. These were policy rather than practice driven initiatives that linked somewhat tenuously to research based
evidence. This paper begins by giving an overview of the secondary sector in New Zealand and these educational reforms. The
overview sets the context for the following section that describes links between educational research, policy and practice
during this time. Key issues within the sector are highlighted and some of the ways research has been used to monitor changes
and inform policy are identified. It is argued that much of the research over the past decade has been small scale and short
term and while this has served the immediate policy agenda it has provided only fragmentary evidence to inform longer term
goals such as improving student performance. The paper concludes by discussing some of the current initiatives that might
contribute to improving the interface between research and policy/practice in secondary education.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
Psychologists working in education in Aotearoa/New Zealand work in diverse educational environments making day-to-day decisions informed by evidence-based practice. As a relatively small professional group with a complex work programme, they contribute to the assessments and decision-making processes of children and young people across multiple settings. This paper explores the results of a small-scale national survey of psychologists working in education through the Ministry of Education. Results showed that these psychologists use at least 25 assessment methods including assessments within behavioural, emotional, social, and cognitive domains. The assessment data are used for three primary reasons: to understand the child, inform decision-making, and contribute to discussions around appropriate interventions. The use of interviews, observation and collaboration were identified as key to their assessment practices, illustrating a preference towards more dialogic and ecological ways of working. While the majority used assessment practices that align with facilitating the learning of the child across contexts, the psychologists reported that ethical dilemmas arose when they were expected to be more diagnostic in their focus. 相似文献
20.
Fubuki Sakura 《Educational Research for Policy and Practice》2007,6(3):229-234
This article reports on the New Zealand education quality assurance and school monitoring system, including its framework,
and responsibilities of agencies. It first gives an outline of the education system in New Zealand, and then introduces the
role of school charters and levels of schooling. To ensure the quality of schools, the methods of school self-review and external
reviews of schools are used by the New Zealand government. Schools are given a list of obligations that they have to follow.
Assessment policies and the school curriculum are designed to support learning.
Fubuki Sakura formerly called William Leung 相似文献