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Identifying the missing link between shadow education and academic success: Features of private supplementary tutoring in South Korea Curriculum Matters Pub Date : 2020-12-10 Young Chun Kim,Michael McVey,Jung-Hoon Jung
Shadow education or private supplementary tutoring has become an international phenomenon as increasing numbers of students seek help beyond traditional schooling for academic achievement. The positive relationship between students’ academic achievement and participation in shadow education has been previously reported. However, the manner in which shadow education practices can help students to gain
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Disrupting the paradigm: “Children need to learn how to learn” Curriculum Matters Pub Date : 2020-12-10 Beverley Clark,Hilda Hughson
The views that early childhood teachers have of children and childhood are informed by the rhetoric and theories of early childhood, their cultures, life stories, philosophies, and ongoing practices as teachers. In Aotearoa New Zealand, Te Whāriki, the legislated national curriculum for early childhood education, further guides early childhood teachers’ practice and frames teachers’ image of the young
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The English Language Learning Progressions (ELLP): Challenge or opportunity? Curriculum Matters Pub Date : 2020-12-10 Judith Anthony
This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place ELLP in context through a comparison with The English Language Learning Framework: Draft (Ministry of Education, 2005) and English Language Learning Progressions (ELLP ) Pathway
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Editorial - Curriculum matters in an extraordinary year Curriculum Matters Pub Date : 2020-12-10 Jane Abbiss
This year, 2020, has been an extraordinary year. It has seen the escalation of COVID-19 to global pandemic status, the Black Lives Matter movement, the Aotearoa New Zealand election in October (delayed by a month due to the COVID-19 pandemic) and the US Presidential election in November. These events highlight a range of issues that are of potential interest to curriculum researchers and scholars and
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Global citizenship education—diverse perspectives: Introduction Curriculum Matters Pub Date : 2019-12-20 Carol Mutch
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A Pasifika perspective on global citizenship education Curriculum Matters Pub Date : 2019-12-20 Jacoba Matapo
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He raraunga o te ao—Global citizenship: A Māori perspective Curriculum Matters Pub Date : 2019-12-20 Sonja Macfarlane
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Different ideas and expressions of global citizenship education Curriculum Matters Pub Date : 2019-12-20 Bronwyn E. Wood
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Can culturally responsive policies improve Māori achievement? Curriculum Matters Pub Date : 2019-12-20 Jacek Krzyzosiak,Georgina Stewart
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Editorial: Policy shifts and curriculum effects Curriculum Matters Pub Date : 2019-12-20 Jane Abbiss
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Global citizenship education as education for social justice Curriculum Matters Pub Date : 2019-12-20 Maria Perreau
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Global citizenship education and youth political engagement Curriculum Matters Pub Date : 2019-12-20 Peter McKenzie
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What do flexible learning spaces mean for curriculum organisation in secondary schools? Curriculum Matters Pub Date : 2019-12-20 Megan Taylor
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Locating inequality in the New Zealand curriculum Curriculum Matters Pub Date : 2019-12-20 Jennifer Tatebe, Acacia Cochise, Andrea Edwards
This article presents a systematic review of the ways in which inequality is featured within New Zealand’s secondary curriculum and Ministry of Education-supported Te Kete Ipurangi online teaching resources. Despite an increasing awareness of global inequality, there is minimal research on how inequality is represented within The New Zealand Curriculum and its implications for teaching and learning
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Under-recognised, underused, and undervalued: School libraries and librarians in New Zealand secondary school curriculum planning and delivery Curriculum Matters Pub Date : 2018-12-12 Lisa Emerson,Ken Kilpin,Senga White,Anna Greenhow,Anne Macaskill,Angela Feekery,Heather Lamond,Catherine Doughty,Rose O’Connor
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Editorial: Curriculum research and “glocal” potential Curriculum Matters Pub Date : 2018-12-12 Jane Abbiss
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Second-language learning and teaching: When lived experience and second-language acquisition knowledge collide Curriculum Matters Pub Date : 2018-12-12 Margaret Kitchen
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Accurate histories, critical curriculum: A conversation with Tamsin Hanly Curriculum Matters Pub Date : 2018-12-12 Georgina Tuari Stewart
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How “tight/loose” curriculum dynamics impact the treatment of knowledge in two national contexts Curriculum Matters Pub Date : 2018-12-12 Anat Zohar,Rosemary Hipkins
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Shadow education as an emerging focus in worldwide curriculum studies Curriculum Matters Pub Date : 2018-12-12 Young Chun Kim,Noel Gough,Jung-Hoon Jung
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Political indoctrination through myth building: The New Zealand School Journal at the time of World War 1 Curriculum Matters Pub Date : 2018-12-12 Carol Mutch, Rosemary Bingham, Lynette Kingsbury, Maria Perreau
As the commemorations of the 100th anniversary of World War 1 draw to a close, it is timely to reflect on what we have learnt about that time in our history. This study used the New Zealand School Journal as a data source to investigate what school children were learning about the war at the time. In this article, we discuss the overt and covert messages that New Zealand school children were given
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Searching the New Zealand curriculum landscape for clarity and coherence: Some tensions in Mathematics and Statistics Curriculum Matters Pub Date : 2017-12-15 Jane McChesney
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Health education in The New Zealand Curriculum: A matter of policy Curriculum Matters Pub Date : 2017-12-15 Jenny Robertson,Rachael Dixon
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Towards a systems view of science education in New Zealand Curriculum Matters Pub Date : 2017-12-15 Cathy Buntting,Bronwen Cowie
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A matter of choice: Controversial histories, citizenship, and the challenge of a high-autonomy curriculum Curriculum Matters Pub Date : 2017-12-15 Mark Sheehan
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Curriculum developments: Looking back, looking forward (Editorial) Curriculum Matters Pub Date : 2017-12-15 Jane Abbiss
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Te Whāriki a mat for “all” to stand: The weaving of Pasifika voices Curriculum Matters Pub Date : 2017-12-15 Manutai Leaupepe,Jacoba Matapo,Elizabeth Ravlich
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Te Marautanga o Aotearoa: History of a national Māori curriculum Curriculum Matters Pub Date : 2017-12-15 Georgina Stewart,Tony Trinick,Hēmi Dale
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Building epistemic thinking through disciplinary inquiry: Contrasting lessons from history and biology Curriculum Matters Pub Date : 2017-12-15 Michael Johnston, Rosemary Hipkins, Mark Sheehan
This article explores the effect of high-stakes assessment on the representation of epistemic knowledge in the enacted curriculum—that is, the curriculum experienced by students in the classroom. Epistemic knowledge concerns the processes for constructing and evaluating theories that explain phenomena in the natural and social worlds. Knowledge-building disciplines such as history and science each
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Editorial: Curriculum research for the public good Curriculum Matters Pub Date : 2016-12-01 Jane Abbiss
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Joining in the dance: What can be learned from high self-efficacy teachers about teaching dance? Curriculum Matters Pub Date : 2016-12-01 Suzanne Renner,David Bell
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The future just happened: Lessons for 21st-century learning from the secondary school music classroom Curriculum Matters Pub Date : 2016-12-01 Graham McPhail
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Enhancing parental involvement in student learning Curriculum Matters Pub Date : 2016-12-01 Robin Averill, Abby Metson, Susan Bailey
There is much international evidence that parental involvement in children’s learning can positively influence achievement. New Zealand policy expects schools to nurture such involvement, particularly in relation to Máori and Pasifika learners. Despite policy imperatives and valuable professional development projects, such involvement has proved challenging to embed within many English-medium school
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Influences on self-worth: Students’ and teachers’ perspectives Curriculum Matters Pub Date : 2016-12-01 Jackie Cowan, Ian Culpan
This article reports on aspects of an interpretative qualitative single case study that investigated teachers’ and students’ understanding of how self-worth is influenced in the teaching and learning environment. Findings indicate that important determinants in the development of self-worth include personal teacher qualities such as humour, justice (fairness) and trust; teaching strategies associated