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Diverse Students’ Mathematical Wellbeing New Zealand Journal of Educational Studies Pub Date : 2024-04-18 Julia L. Hill, Jodie Hunter
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Gender Gap in STEM Pathways: The Role of Gender-Segregated Schooling in Mathematics and Science Performance New Zealand Journal of Educational Studies Pub Date : 2024-04-18 Alice Smith, Tanya Evans
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Lessons from a Va Relational Approach: Embedding Indigenous Constructs for Classroom Practice New Zealand Journal of Educational Studies Pub Date : 2024-04-17 Yvonne Maggie Ualesi
There is increasing concern raised for youth not in education and employment or training (NEET). Subsequently there is an increased demand for both education and health services that support the development of positive youths’ identities, socioemotional and cognitive developmental needs, through youth mentoring strategies (Rhodes & DuBois, Current Directions in Psychological Science 17(4):254–258,
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Academic Misconduct Among Undergraduates Across Aotearoa: Insights and Implications for Policy and Practice New Zealand Journal of Educational Studies Pub Date : 2024-03-26 Jason M. Stephens, Kate Absolum, Lee A. Adam, Chelsea J. Blickem, Katherine E. Gilliver-Brown, Deirdre E. Hart, John Kelly, Wendy Olsen, Neil Ulrich
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Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it New Zealand Journal of Educational Studies Pub Date : 2024-03-26 John Milne
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Reading for Pleasure: A Review of Current Research New Zealand Journal of Educational Studies Pub Date : 2024-03-22 Ana Vogrinčič Čepič, Tiziana Mascia, Juli-Anna Aerila
The narrative review examines the current state of research on reading for pleasure and its relevance in education and personal development. By analysing 22 studies published over the past several years (2014–2022), the authors have sought to identify the key trends and areas of focus within this field. The selected articles have been coded and analysed, and the results have been used to, among others
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Te Tiriti o Waitangi: The Treaty of Waitangi, Principles and Other Representations New Zealand Journal of Educational Studies Pub Date : 2024-03-12 Christopher Burns, Maia Hetaraka, Alison Jones
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Encountering the Face of Tū-mata-uenga: The Educational Experiences of Rangatahi Māori Apprehended for Offending New Zealand Journal of Educational Studies Pub Date : 2024-03-09 Tania Cliffe-Tautari
Marginalised and ousted from the New Zealand education system, 70% of youths apprehended for offending and appearing in a New Zealand Youth Court or Rangatahi Court experiencing complex needs are not engaged in education, employment, or training (Oranga Tamariki, Oranga Tamariki. (2020). Quarterly report—September 2020). This article reports findings from a broader PhD study investigating the educational
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Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts New Zealand Journal of Educational Studies Pub Date : 2024-03-07 Aaron Wilson, Naomi Rosedale, Selena Meiklejohn-Whiu
The study was a pilot intervention to develop Year 5–8 students’ close reading and writing of literary texts using the T-Shape Literacy Model (Wilson and Jesson in Set Res Inf Teach 1:15–22, 2019). Students analysed text sets to explore how different authors use language to engender mood and atmosphere. The study used a single-subject design logic for repeated researcher-designed and a quasi-experimental
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Why have Liberal-Progressive Philosophies of Education Caused Little Liberation or Progression for Māori? New Zealand Journal of Educational Studies Pub Date : 2024-02-14
Abstract There is much to celebrate about the liberal-progressive approach championed by New Zealand, which continues to be a prized feature of New Zealand education. Many liberal-progressive practices developed in New Zealand and contextualised for New Zealand students that sought to expand and enrich education were borrowed from Native Schools, Māori teachers, and Pākeha perceptions of preferred
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A SAMOAN Pedagogy of the Heart: ‘O auala a’oa’o e afua ma fa’atino mai le fatu New Zealand Journal of Educational Studies Pub Date : 2024-02-12 Leali’ie’e Tufulasifa’atafatafa Taleni, Nicola Surtees
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Secondary Teachers’ Working Experiences in Innovative Learning Environments: Enablers and Influences New Zealand Journal of Educational Studies Pub Date : 2024-01-18 Mohamed Alansari, Mengnan Li
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Updating Digital Citizenship Education for a Postdigital Society New Zealand Journal of Educational Studies Pub Date : 2023-12-14 Jack Webster
This paper explores the effectiveness of existing conceptions of digital citizenship education (DCE) to address the challenges and issues of postdigital societies. Current conceptions of DCE aim to develop learners who are capable of using digital technologies to their advantage or for the betterment of society. However, existing DCE approaches do not fully acknowledge the relational space between
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Recent Middle Leadership Research in Secondary Schools in New Zealand: 2015–2022 New Zealand Journal of Educational Studies Pub Date : 2023-12-13 Camilla Highfield, Rachel Woods
This paper provides a review of recent empirical research investigating middle leadership practices in New Zealand secondary schools. Eight academic articles and one report are included to establish an analysis of the recent evidence of practices of curriculum middle leaders. The majority of the research utilises mixed methodology and aligns middle leadership practices within a paradigm of instructional
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Teachers’ Expectations of Student Mathematics Achievement, and Student Mathematics Self-Efficacy in Aotearoa New Zealand Intermediate Schools: Do Teacher and Student Gender Make a Difference? New Zealand Journal of Educational Studies Pub Date : 2023-12-08 Penelope W. St J. Watson, Christine M. Rubie-Davies
Student self-beliefs can shape their self-efficacy and influence achievement. Further, student self-beliefs can be influenced by teachers’ own beliefs and expectations for their students. Yet, the relations between teacher expectations, teacher and student gender, student mathematics achievement outcomes and self-efficacy have been little explored. Aotearoa New Zealand intermediate school students
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A Mātauranga Māori Perspective of Literacy for Adult Learners New Zealand Journal of Educational Studies Pub Date : 2023-10-23 Jane Furness, Mohi Rua, Bridgette Masters-Awatere, Gemma Piercy-Cameron, Bill Cochrane, Sharyn Heaton
Globally, literacy can be conceived of in different ways. Two perspectives that have influenced adult literacy policy internationally are the economic functionalist and the sociocultural. In Aotearoa New Zealand, Māori educators have repeatedly advanced a mātauranga Māori perspective of literacy. This perspective has parallels with the embodied, practice-based multiliteracies and sociomateriality of
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The Art of Prophesy: Selection for English-Medium Undergraduate Initial Teacher Education Programmes in New Zealand New Zealand Journal of Educational Studies Pub Date : 2023-09-06 Helen Trevethan
I offer this critical essay as a reminder of the prevalence of unproven negative dialogue about Initial Teacher Education (ITE) in New Zealand, taking selection practices as an example. The focus of this critical essay is the evidence base about selection of students into English-medium undergraduate ITE programmes. In New Zealand and elsewhere, selection practices suggest that there are some people
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Supporting Tertiary Educators: Insights from the COVID-19 Shift to Online Teaching and Learning and the Role of Senior Management New Zealand Journal of Educational Studies Pub Date : 2023-08-23 Valerie A. Sotardi, Erik Brogt
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The Peculiar Case of Presbyterian Church Schools New Zealand Journal of Educational Studies Pub Date : 2023-08-01 Graham Redding
This paper considers the distinctive and peculiar place that Presbyterianism and Presbyterian Church schools occupy in New Zealand’s education sector. It offers a critical evaluation of the relationship between the church schools and their Presbyterian heritage and the values to which they refer as they seek to define their special character. It identifies tensions and contradictions in the history
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How a Digital Intervention in Schools Contributed to Students’ Social and Emotional Skills, and Impacted Writing New Zealand Journal of Educational Studies Pub Date : 2023-07-25 Stuart McNaughton, Rebecca Jesson
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Advice from Māori Experts for Bicultural Early Childhood Education in Aotearoa New Zealand New Zealand Journal of Educational Studies Pub Date : 2023-07-04 Ngaroma Williams, Jo Fletcher, Ting Ma
Te Whāriki, the first bicultural early childhood education curriculum in Aotearoa New Zealand, gained national and international attention. While there was widespread acceptance of its bicultural intent, Te Whāriki was not well understood and implemented as a bicultural curriculum. Early childhood education teachers lacked confidence and struggled to integrate te reo me ngā tikanga Māori into their
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The Role of Leadership in Communities of Learning | Kāhui Ako: A Systematic Literature Review New Zealand Journal of Educational Studies Pub Date : 2023-07-05 Michalis Constantinides, Sofia Eleftheriadou
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Understanding the Individual Practice Experiences of String Players in the Taranaki Symphony Orchestra: An Interpretive Phenomenological Study New Zealand Journal of Educational Studies Pub Date : 2023-06-23 Ernst Peter Frey
Within Aotearoa New Zealand (NZ), in general, and Taranaki, in particular, research on understanding experiences of individual practice for amateur adult string players has been limited. In 2021, with the aim of contributing to musical development in the Taranaki Symphony Orchestra (TSO), four adult string instrumentalists agreed to participate in semi-structured interviews, which were transcribed
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Ko te mana o te tamaiti te aro o tātou mahi: Listening to voices from Tai Tokerau to re-frame literacies New Zealand Journal of Educational Studies Pub Date : 2023-06-06 Maia Hetaraka, Selena Meiklejohn-Whiu, Melinda Webber, Rebecca Jesson
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Rendering Iran Language-In-Education Policy Problematic: A CDA Poststructural Approach New Zealand Journal of Educational Studies Pub Date : 2023-06-05 Alireza Rasti
Due to their mostly normative and legitimatory nature, public policies at large and education policies in particular are liable to frame perceived problems in the social domain as seen through the policy-making elite’s perspective and seek to advance solutions to them. On the surface, the staged process of policy design, implementation, and evaluation might be assumed to run a smooth course yielding
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Above and Beyond: A Grounded Theory of Aotearoa/New Zealand High School Teachers’ Perspectives on International Study Tours New Zealand Journal of Educational Studies Pub Date : 2023-05-19 Donna O’Donnell, Mark Orams, Heike Schänzel
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And Slowly to School…Reflecting on Recent School Attendance Reports. New Zealand Journal of Educational Studies Pub Date : 2023-05-16 Nesta Devine,Georgina Tuari Stewart,Daniel Couch
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Adaptiveness for Online Learning: Conceptualising ‘Online Learning Dexterity’ from Higher Education Students’ Experiences New Zealand Journal of Educational Studies Pub Date : 2023-05-13 Joyce Hwee Ling Koh, Ben Kei Daniel, Angela C. Greenman
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Teachers Responding to Pacific Community Voice: Supporting Relationships Through an Ecological Research Initiative New Zealand Journal of Educational Studies Pub Date : 2023-05-06 Cherie Chu-Fuluifaga, Martyn Reynolds
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Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position New Zealand Journal of Educational Studies Pub Date : 2023-04-15 Maia Hetaraka, Selena Meiklejohn-Whiu, Melinda Webber, Rebecca Jesson
Many theories support the idea that children’s literacy learning develops as they learn to make meaning through interactions with others. These assertions are premised on the understanding that childhood literacy serves various social purposes and that these literacies are learned through participating in social contexts. In this position paper, we seek to reframe current, widely accepted understandings
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Can Māori Negotiate School Attendance in State-Led Education in Aotearoa, New Zealand? New Zealand Journal of Educational Studies Pub Date : 2023-04-06 Sarah-Kay Coulter
There is a conflict between the claims of Māori sovereignty and the imposition of State legislation on Māori children. This conflict of interest has been given very little consideration in the public sphere. This research-informed article speculates that despite legislation ensuring that education attendance is fixed as a legal obligation for all Primary and Secondary aged children, there is urgency
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Providing a New Pathway Into the Primary Teaching Profession: Reflecting on the First Year of a New Field-Based, Online, Bicultural Programme in Aotearoa/New Zealand New Zealand Journal of Educational Studies Pub Date : 2023-04-06 J. Clark McPhillips, N. E. Melvin, T. Carlyon, A Fisher, R Merry
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Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools New Zealand Journal of Educational Studies Pub Date : 2023-03-27 Jo Fletcher, John Everatt, Yogeetha Devi Bala Subramaniam, Ting Ma
In New Zealand, the architectural design of schools and the spaces where children learn are being innovated to allow for more opportunities for teachers and students to work collaboratively. However, there is a dearth of research that has investigated both teachers’ and students’ perceptions of the learning spaces. Little attention has been paid to Asian students, who may perceive learning quite differently
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Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis New Zealand Journal of Educational Studies Pub Date : 2023-03-21 Danping Wang, Claudia Mason
This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243–262, 2021, https://doi.org/10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European non-native Chinese speaker during 12 weeks of her first semester
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Right Here, Right Now: Effective Interprofessional Collaboration in Education from the Perspectives of Primary School Teachers in Aotearoa New Zealand New Zealand Journal of Educational Studies Pub Date : 2023-03-16 Jess Fenwick, Stephanie Kelly
This research aims to develop a deeper understanding of what factors contribute to effective interprofessional collaboration in education from the perspectives of primary school teachers in Aotearoa New Zealand. A qualitative constructivist methodology was used involving semi-structured telephone interviews with seven teachers working in primary schools in Aotearoa New Zealand. Four main themes were
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Wellbeing Learnings from Pandemic Pedagogies in Aotearoa New Zealand New Zealand Journal of Educational Studies Pub Date : 2023-02-27 Jenny Ritchie
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How Learning Stories Influence Children’s Learning Identities New Zealand Journal of Educational Studies Pub Date : 2022-12-26 Lorraine Sands, Katrina McChesney
Learning stories have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. This article provides a brief overview of a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre consider learning stories
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Commentary: 'Plumbing Leaks: The post-pandemic Neoliberal turn of Tertiary Students'. New Zealand Journal of Educational Studies Pub Date : 2022-12-15 Vini Olsen-Reeder
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Literacy Achievement in Aotearoa New Zealand: What is the Evidence? New Zealand Journal of Educational Studies Pub Date : 2022-12-06 Nina Hood, Taylor Hughson
In recent years, literacy achievement among school-aged students has received growing attention in Aotearoa New Zealand. Particular focus has been paid to reports of declining literacy levels over the past decade. In both the academic literature and popular press, a myriad of reasons have been proffered for this decline; however, the evidence base on which some of these claims are based is not as robust
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Can Education Outgrow the Rhetoric of ‘Development’ Embedded in the UN Sustainability Goals? New Zealand Journal of Educational Studies Pub Date : 2022-12-05 Ruth Irwin
The UN Sustainability Goals recognise the important efforts of organisations to meet global commitments to the terms of the Paris Agreement. This paper argues that the UN Sustainability Goals are deeply embedded in neoliberal goals for sustainable development. The result is that the goals require commitment to contradictory ends: achieving climate goals, while also working to continue economic growth
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A General Malaise: Education in Post-Covid Times. New Zealand Journal of Educational Studies Pub Date : 2022-11-02 Georgina Tuari Stewart,Daniel Couch,Nesta Devine
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Immigrant Parent Perspectives on Involvement in their Child’s Mathematics Learning: Views of East Asian Immigrant Parents in Aotearoa New Zealand New Zealand Journal of Educational Studies Pub Date : 2022-10-27 Yin-Tzu Lin, Robin Averill
Parental involvement in mathematics learning can positively affect student achievement and wellbeing but is challenging to establish and maintain. Asian immigrants make up around 15% of New Zealand’s population, yet little is known about these parents’ involvement in their child’s schooling. To examine the experiences of parental involvement in their child’s mathematics learning of East Asian parents
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“Reading Enjoyment” is Ready for School: Foregrounding Affect and Sociality in Children’s Reading for Pleasure New Zealand Journal of Educational Studies Pub Date : 2022-10-21 Ruth Boyask, Celeste Harrington, John Milne, Bradley Smith
While debate on declines in children’s literacy is ongoing in Aotearoa New Zealand, very little attention in research and policy is paid to reading enjoyment and its capacity to support the reading development of children. Developed alongside a series of studies on children’s reading for pleasure this article makes a theoretically informed argument to place reading enjoyment at the centre of literacy
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Reviewing the Origins of You: How Childhood Shapes Later Life (2020) New Zealand Journal of Educational Studies Pub Date : 2022-09-15 Laura Petillo
The Origins of You; How Childhood Shapes Later Life (2020) explores the results of the Dunedin Multidisciplinary Health and Development Study, a longitudinal look at 1,000 participants since 1970. This review examines the works’ significant correlations between health and delinquency in adulthood based on childhood experiences, neighborhoods, family dynamics, and genetic predispositions. The Dunedin
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Indigenous Inclusion and Indigenising the University New Zealand Journal of Educational Studies Pub Date : 2022-08-29 Te Kawehau Hoskins, Alison Jones
‘Indigenous inclusion’ has been the most common approach to Māori engagement in university education in Aotearoa-New Zealand. Increasingly, another orientation, based on different premises, which might be called ‘indigenisation’, is becoming evident. We argue that indigenisation offers more hopeful possibilities for New Zealand universities as they/we continue to think about their/our obligations under
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Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing New Zealand Journal of Educational Studies Pub Date : 2022-08-17 Amanda Denston, Rachel Martin, Letitia Hochstrasser Fickel, Veronica O’Toole
International data provide evidence of the strong association between socio-emotional learning and wellbeing in students. However, while socio-emotional learning programmes are generally viewed as effective in developing socio-emotional capacities in students, culture is rarely considered within frameworks underpinning such programmes. In Aotearoa New Zealand, the high variability found in schools
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Dual-Mode Teaching in the Language Classroom: Reconciling the Pandemic, Equity, and the Future of Quality Language Teaching Pedagogy New Zealand Journal of Educational Studies Pub Date : 2022-08-03 Vincent Ieni Olsen-Reeder
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
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Teaching Gender and Sexual Diversity in Aotearoa New Zealand: How Hierarchies and Surveillance Shape What is Possible New Zealand Journal of Educational Studies Pub Date : 2022-07-31 Katie Graham, Karen Nairn, Gareth J. Treharne
The ways that gender and sexuality are included within secondary school teaching has implications for students’ understandings and ongoing wellbeing. In this research we interviewed nine educators who work in secondary schools in Te Wai Pounamu (the South Island of Aotearoa/New Zealand) about how they approach gender and sexuality within their teaching and what informs these approaches. Foucauldian
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Articulating the Singular and the General: A Science for Education New Zealand Journal of Educational Studies Pub Date : 2022-08-01 Philippe Garnier
This article interrogates the kind of research that is useful for teachers. The teacher is a reflective practitioner who draws on research findings, but also uses personal reflection, to work with students, with a focus on evidence-based practice. The strengths, but also the controversies of this research paradigm are discussed. The role of context in all educational practice is highlighted, and research
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It Takes a Village: Partnerships in Primary School Relationships and Sexuality Education in Aotearoa New Zealand Journal of Educational Studies Pub Date : 2022-07-28 Rachael Dixon, Tracy Clelland, Megan Blair
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
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Effective Teaching and Learning Strategies in a Chemistry Classroom New Zealand Journal of Educational Studies Pub Date : 2022-06-15 Priya Dharshni Dayal, Zakia Ali-Chand
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Myth-Making: On-going Impacts of Historical Education Policy on Beliefs About Māori in Education New Zealand Journal of Educational Studies Pub Date : 2022-06-13 Maia Hetaraka
The history of educational policy-making in Aotearoa New Zealand is also a history in myth-making. Myths about Māori in education are deeply embedded in educational and social thought, because they have their origins in the first political interactions between Māori and Pākeha. These interactions were motivated by contradicting forces—Māori determination to participate in the changing economic and
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Analysing the National Education and Learning Priorities Policy Statement Through the Lens of Fielding’s Person-Centred Education Framework New Zealand Journal of Educational Studies Pub Date : 2022-06-04 Julian Adamson
In the 30 years since the advent of the fundamentally system-altering ‘Tomorrow’s schools’ reforms in the 1990s, the education system of New Zealand has undergone many reviews and changes. The recent Taskforce Inquiry into the suitability of the current system to deliver equitably for learners as we approach the third decade of the 21st Century has seen a detailed report produced that proposes more
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Distance Learning in Cameroon: Case Study of Private Nursery School Children's Experiences and Challenges Amidst COVID-19 Lockdown New Zealand Journal of Educational Studies Pub Date : 2022-06-01 Emela Achu Fenmachi, Rachel Ogene Awah Edah
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Evaluation of the “Three Steps in Screening for Dyslexia” Assessment Protocol Designed for New Zealand Teachers New Zealand Journal of Educational Studies Pub Date : 2022-06-02 Mike Sleeman, John Everatt, Alison Arrow, Amanda Denston
Traditionally, the New Zealand Ministry of Education opposed the recognition of dyslexia. However, since 2007, the Ministry of Education’s position has started to change, evidenced by the development of a working definition. In 2021 the Ministry of Education released Three Steps in Screening for Dyslexia (TSSD), an assessment protocol designed to support teachers to screen for dyslexia. The current
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Impacting Change in Classroom Literacy Instruction: A Further Investigation of the Better Start Literacy Approach New Zealand Journal of Educational Studies Pub Date : 2022-05-03 Amy Scott, Gail Gillon, Brigid McNeill, Megan Gath
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Review of The History of a Riot. By Jared Davidson (2021) New Zealand Journal of Educational Studies Pub Date : 2022-04-29 Sam Oldham
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On Intellectual Independence: The Principal Aim of Universities in New Zealand New Zealand Journal of Educational Studies Pub Date : 2022-04-25 Kerry Shephard
New Zealand's Education and Training Act (Education and Training Act 2020 establishment of institutions, https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS202213.html, 2020) confirms that the principal aim of universities is to develop intellectual independence. The act does not stipulate what intellectual independence is or how universities are to develop it. This article explores what