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1.
Barbara Mary Ormond 《课程研究杂志》2017,49(5):599-619
This paper explores the challenges for teachers in positioning them as independent curriculum makers. History teachers in New Zealand have recently entered uncharted territory with the abandonment of prescribed topics for history and a new-found authority to determine the selection of historical knowledge taught to their senior secondary students. This paper examines the complex nature of the teacher’s new role and responsibilities and argues that curriculum achievement objectives and national assessment places significant constraints upon teachers’ selections of historical knowledge. There is the potential for substantive historical knowledge to be downplayed in favour of procedural knowledge and the potential for assessment drivers to dominate or distort selection of knowledge for history. Local curriculum making places a heavy burden of responsibility upon teachers with implications for students’ access to powerful historical knowledge. 相似文献
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3.
Steven S. Sexton 《Compare》2011,41(1):59-74
This paper reports on an initial teacher education programme that has been designed to facilitate and support Māori student teachers in New Zealand. This paper highlights the ambiguity in New Zealand on the theoretical foundation of initial teacher education. Therefore a background on transformative praxis and how it has impacted on the education system of New Zealand is first presented. Then the tauira’s (student teacher’s) narrative is presented which has been informed by two years of a Te Ao Māori (Māori worldview) programme. The programme was built upon critical theory to facilitate transformative praxis in student teachers. Specifically, this narrative was a vehicle for how her own past in mainstream education and the programme has impacted upon how she sees teaching and being the teacher. The paper highlights the positive impact a culturally responsive programme can have on the self‐efficacy of marginalised members of society. 相似文献
4.
A key educational objective for the twenty-first century is developing students’ epistemic agency. Epistemic agency is the active process of choosing when, what, where one learns and how one knows, as well as the capacity to create knowledge in a community. The knowledge-building communities model developed by Scardamalia and Bereiter was used in a New Zealand Year 13 distance art history class to support the development of students’ epistemic agency in 2013. In this study, students were given more control in the learning process, and were able to exercise epistemic agency through identifying their knowledge gaps, sharing information and ideas, developing ideas and creating communal knowledge. A number of factors that increased students’ development of epistemic agency are also discussed in this article. 相似文献
5.
Sue Middleton 《British Journal of Sociology of Education》2007,28(1):69-87
The year 1998 marked 50 years of doctoral study in New Zealand, and in 1999 I embarked on a history of Ph.D. theses in Education. Influenced by Foucaultian genealogy, this employed a fusion of bibliographic, archival and life‐history interview methods. One hundred and eighty‐three Education theses were identified and 57 of these graduates interviewed. How has New Zealand’s ‘corpus’ of Education Ph.D. thesis production been enabled and constrained by its temporal/spatial location? To address this, I draw on geographical debates on ‘space’ and ‘place’. The first part contextualises thesis topics, theories and methods in discourses of international scholarship, New Zealand politics and social change. The second part narrates a parallel history of the changing circumstances and sites of thesis production—biographical, domestic and institutional. It integrates students’ accounts of thesis work’s epistemological, methodological, spatial and technological dimensions to suggest a history of New Zealand doctoral candidates’ experience. 相似文献
6.
随着教育改革、素质教育的不断深入,初中教育教学更加注重对学生综合能力的培养,这使初中历史材料题愈加体现出开放性、实用性、知识性和灵活性的特征。从历史材料题目内容上看,资料内容明显增多,更侧重对学生独立思考能力和知识应用能力的考核。由于历史材料的题型变化灵活,解题方法不断更新,所以许多初中生的历史材料分析题解题能力较为薄弱。为从根本上改善此现象,教师就要从解题技巧入手,改进策略,以此提高学生的解题能力。 相似文献
7.
《Teaching and Teacher Education》2004,20(1):17-29
In the last 15 years, New Zealand has experienced a range of educational “reforms” driven by a neo-liberal agenda which has insisted that the education system serve the goal of enhancing the nation's economic performance and its competitive edge through the inculcation in learners of the skills requisite to the pursuit of this goal. Fuelled by a perception that the education system needed quality management and greater accountability to its clientele, a series of administrative reforms were put in place in the late 1980s and were followed by a series of radical, state-dictated curriculum and assessment reforms. The subsequent reshaping of curriculum and assessment has had a profound impact on the nature of teachers’ work and their identity as professionals. Using research undertaken in New Zealand in the later 1990s, this article examines ways in which 1990s reforms in New Zealand have worked to reconstruct the professional knowledge (including pedagogical knowledge) of secondary English teachers. It further examines the implications of these changes in teachers’ work for professional identity and discusses some of the implications of these “reforms” for pre-service teacher education. 相似文献
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Louise Starkey Anne YatesLuanna H. Meyer Cedric HallMike Taylor Susan StevensRawiri Toia 《Teaching and Teacher Education》2009
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change. 相似文献
9.
Bronwen Cowie Alister Jones Kathrin Otrel-Cass 《International Journal of Science and Mathematics Education》2011,9(2):347-366
International assessment data paints a complex picture of the engagement and achievement of New Zealand students in science.
New Zealand was second only to Finland in the top achievers group in PISA 2006, but it also has one of the widest spreads
in student achievement, particularly in relation to Mori and Pasifika students. Thus, the challenges faced by New Zealand
students, teachers, schools and policy makers resonate with those from elsewhere. New Zealand has a strong research and development
tradition around student ideas in science education, but recently, there has been increased recognition at the policy and
practice level of the importance of both engagement and participation linked to student identity. A sociocultural orientation
to identity has the potential to generate new ways of thinking about and responding to the challenge of engaging students
in science. This orientation involves considering classrooms as sites for students working through the development and performance
of science-related identities, or not. In this paper, three suggestions from long-term research studies are made for ways
forward in addressing the challenge of increasing student engagement and participation through an expansion of the possibilities
for students to express and develop science-related identities. These are reconceptualising assessment, the inclusion of student
funds of knowledge and strategies for breaching the classroom walls. 相似文献
10.
Esther Smaill 《Assessment in Education: Principles, Policy & Practice》2013,20(3):250-265
Across the globe, standards-based assessment systems are increasingly promoted as a means of improving student outcomes and fulfilling accountability requirements. Within such systems, social moderation is presented as a mechanism for improving the dependability and utility of assessment information. Research emphasises that social moderation processes provide professional learning opportunities; yet this learning tends to be perceived as a by-product rather than a goal of moderation. Situated within the context of New Zealand’s recently implemented National Standards, this article reviews the literature and presents an alternative configuration of the role of social moderation. It foregrounds the professional learning that will be required if these moderation processes are to improve the dependability of National Standards assessment information and contends that reconfiguring teacher professional learning as a goal rather than a by-product of moderation should not only improve dependability and strengthen teacher assessment capability but also assist with lifting student outcomes. 相似文献
11.
This paper explores disciplinary approaches to knowledge production and the supervision of doctoral students in the context of New Zealand’s current Performance Based Research Fund (PBRF). In the last decade New Zealand has experienced significant changes to the way doctoral students are funded by central government. Funding has moved away from a ‘head count’ model to one that rewards specific performance criteria of staff and timely completion of students. In the new regime, research outputs by way of peer reviewed publications, conference presentations, grant awards, postgraduate completions and so forth constitute the significant markers of such performance. Yet in general terms, the production of knowledge varies considerably by academic discipline. This paper uses qualitative methods to explore the potential for the PBRF to privilege some approaches to knowledge production (and models of doctoral supervision) while challenging the viability of others. 相似文献
12.
In New Zealand schools, the focus continues to be on improving the reading achievement of all students situated across a range of socio-economic groups. This is particularly so for our young adolescent students, where research investigations have indicated some concerning trends which influence reading development for this age group. This research explored 11—13-year-old students in six case-study schools in New Zealand. Year 7 and 8 teachers and the principals of the six schools were interviewed. The research found changing use of information communication technologies to engage and motivate these young adolescents in reading. In some of the case-study schools, the increased use of iPads and laptops during reading facilitated a means of high interest engagement in reading for contextual purposes. The variance of access to a reliable infrastructure impacted on some schools’ ability to effectively integrate digital technologies within their literacy programmes. 相似文献
13.
The introduction of a new standards-based secondary school assessment system, the National Certificate of Educational Achievement (NCEA), necessitated significant changes to the admissions processes for New Zealand universities, particularly for competitive-entry programmes such as medicine, engineering and pharmacy. Selection to such programmes was traditionally based on marks or grades in designated science subjects. Under NCEA, the emphasis changed to the number of credits obtained. This article uses the case of pharmacy at The University of Auckland to examine whether the admission criteria under NCEA are ‘fit for purpose’ in terms of academic progression during the degree. The negative consequences of students having to repeat courses are both academic and financial. Using data from six cohorts of NCEA entrants to the Bachelor of Pharmacy (BPharm) degree, the findings of this study clearly suggest that the best predictor of course success, measured by not failing courses, is the NCEA Grade Point Average. This is at variance with the current practice for admission to pharmacy and other limited-entry degrees which rely on prerequisite courses and the number of NCEA Credits gained. These results suggest that a reappraisal of admissions processes for pharmacy and similar programmes is required. 相似文献
14.
This study examines the relationship between Tongan students’ attitudes and beliefs towards their school experiences and their academic achievement on the high-stakes National Certificate of Educational Achievement (NCEA) assessments in English and mathematics. Data were obtained from using previously published self-reported inventories on a sample of Tongan senior students in New Zealand secondary schools. Confirmatory factor analysis of students’ conceptions found good fit measurement models for each domain (teaching, learning, and assessment). Structural equation modelling was used to identify the effect of the various beliefs upon students’ total score in each subject and upon internal and externally assessed performance. It was noted that different beliefs became statistically significant predictors of performance, depending on the subject and type of assessment. Nonetheless, all three constructs played some role in at least one subject. A small-to-moderate proportion of variance in NCEA performance could be attributed to student beliefs, suggesting that efforts to help students adopt adaptive beliefs will have beneficial consequences for those students. 相似文献
15.
Rajesh Ram Bev France Sally Birdsall 《Research in Science & Technological Education》2016,34(1):69-84
Background: Research on biosecurity is important as New Zealand’s agricultural export-driven economy is susceptible to biosecurity threats. Because New Zealand is reliant on the primary industries to drive its economy, bovine diseases such as foot and mouth could have a devastating effect on the economy.
Purpose: Making sure that the general public are aware of the importance of maintaining biosecurity is crucial in order to protect New Zealand’s economy, human health, the environment, and social and cultural values. New Zealand Year 9 students’ knowledge of biosecurity was gauged as these students represented the next generation of individuals tasked to maintain biosecurity in New Zealand.
Design: A qualitative approach using the interpretive mode of inquiry was used to investigate the knowledge about biosecurity with New Zealand Year 9 students. Questionnaires and interviews were the data collection tools.
Sample: One hundred and seventy-one students completed a questionnaire that consisted of Likert-type questions and open-ended questions. Nine students were interviewed about their knowledge.
Results: The findings showed that New Zealand Year 9 students lacked specific knowledge about unwanted plants, animals and microorganisms. These students saw illicit drug plants as unwanted plants and mainly saw possums as unwanted animals in New Zealand. Their knowledge about unwanted microorganisms in New Zealand was dominated by human-disease-causing microbes. A lack of knowledge of biosecurity issues in New Zealand was seen as the major factor in these students limited understanding of biosecurity.
Conclusions: Based on these findings, it can be said that knowledge of an issue is critical in enabling individuals to develop an understanding about biosecurity. Explicit teaching of biosecurity-related curriculum topics could provide New Zealand Year 9 students with an opportunity to develop knowledge about biosecurity in New Zealand. 相似文献
16.
International comparative testing, such as the OECD Programme for International Student Assessment (PISA), has considerable impact on policy-makers, the media and the general public. A central assumption underlying PISA is that global variation in students’ academic performance is attributable to national educational structures and policies. The aim of this article is to demonstrate the problematic nature of this assumption. Rather than critiquing it from the outside, we turn the tools, data and presumptions of the current discourse of international comparisons upon themselves, showing that this assumption is refuted by analysis of immigrant student test scores. Data from the PISA 2009 tests show that Chinese immigrant students in New Zealand and Australia achieve math scores that are more similar to those of students in Shanghai than to their non-immigrant Australian and New Zealand peers. Thus, cultural background appears to be more consequential for the educational attainment of Chinese immigrant students than exposure to the educational systems of Australia or New Zealand. We discuss limitations of our analysis, using them as basis to discuss the shortcomings of PISA more generally. 相似文献
17.
Little research has been conducted in higher education settings that focuses on how tertiary educators understand informal learning or on their role in fostering students’ informal learning to facilitate formal learning. In this article we partially fill this knowledge gap by reporting findings from a case study exploring how 30 New Zealand tertiary educators from one university conceptualised informal learning and the strategies they implemented to support students’ informal learning as an enhancement to formal learning. 相似文献
18.
Gavin T. L. Brown 《教育心理学》2011,31(6):731-748
How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively new self-reported survey questionnaire (Students’ Conceptions of Assessment – SCoA) about student perceptions and understandings of assessment. Confirmatory factor analyses and structural equation modelling results have shown, consistent with self-regulation theory, that the SCoA inventory has meaningful relations with academic performance among New Zealand high school students. Further, German, Hong Kong, American, and New Zealand studies have shown that the SCoA has relations to motivational constructs (e.g. effort, learning strategies, interest, self-efficacy and anxiety) that are also consistent with self-regulation. The SCoA inventory extends our understanding of how student conceptions of assessment are an integral part of self-regulation and provide a warrant for use in research studies investigating test-taker responses to assessment practices and innovations at both university and high school levels. 相似文献
19.
Roseanna Bourke John O’Neill Judith Loveridge 《The Australian Educational Researcher》2018,45(1):33-50
Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students’ learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An implication for teachers is that their understanding of children’s learning is influenced by an official curriculum that is more likely to be weighted towards particular policy priorities, and desired learning outcomes. This means the knowledge, skills and understanding that children develop outside school are less likely to be included in classroom assessment measures or judgments about desirable progress and achievement. This article explores what happens to teachers’ thinking when they learn about their children’s informal learning outside school and begin to relate to learners in a different way. The findings reported here from a New Zealand three-year longitudinal study identified possibilities for teachers to assess expanded conceptions of children’s learning within the classroom, even though the pressures of assessment against National Standards were ever present. We argue that teachers engaging with knowledge of their students’ informal learning act as a catalyst to rethink and re-conceptualise learning more broadly. Incorporating a strong student voice component in assessment, together with a focus on ipsative assessment, enables teachers to mitigate some of the unintended educational consequences of assessment accountability policies and practices. 相似文献
20.
Carol A. Smith Rodney Parks Jesse Parrish Ryan Swirski 《Journal of Adventure Education & Outdoor Learning》2018,18(1):1-14
Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people’s lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students’ enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning. 相似文献