Education: Chapters and Books

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Now showing 1 - 20 of 27
  • ItemOpen Access
    Culturally diverse children in the classroom: Hidden cultural lives
    (Sense Publishers, 2012) Major, Jae; Kaur B
  • ItemOpen Access
    Wellbeing in early childhood education in Aotearoa New Zealand and beyond: Intimacy, physicality and love
    (Peter Lang Ltd, 2023) Delaune, Andrea; Surtees, Nicola; Kamp , A; Brown , C; McMenamin , T; O'Toole , V
    In this chapter we argue wellbeing in early childhood education in Aotearoa New Zealand is constitutive of intimacy, physicality and love. We will demonstrate how these elements of wellbeing are produced in and through Te Whāriki, the national early childhood curriculum. Comprised of readings of the text and lived experience of curriculum in early childhood contexts, the tensions between these readings and other policies relevant to practice will be explored. While a local reading, the positioning of early childhood education in a neoliberal context will offer insights pertinent to the wider global audience.
  • ItemOpen Access
    Education towards a beautiful life in an imperfect world
    (Peter Lang, 2023) Teschers, Christoph; Kamp A; Brown C; McMenamin T; O'Toole V
    Inequalities in society are manifold and despite good examples, such as in Scandinavian countries, a challenge for each person remains: ‘how to lead a good and beautiful life in the local and social context we find ourselves in’. Education, as argued here, has the power to enable people in today’s societies to develop their own art of living and actively shape their own lives into ‘works of art’ and a life ‘well lived’. As such, this chapter approaches wellbeing from a broad and holistic perspective of what it mean to live well in an unjust, unequal and often unfair world.
  • ItemOpen Access
    University 'Values' and Neoliberal Marketisation
    (2022) Devine N; Couch D; Teschers, Christoph; Teschers C; Devine N; Couch D
    This editorial evaluates the potential impact of neoliberal marketisation on university values and culture drawing on the example of current bargaining between unions and university management in Aotearoa New Zealand.
  • ItemOpen Access
    Editorial: Teachers' Work in a Pandemic
    (2021) Benade L; Devine N; Teschers, Christoph; Benade L; Devine N; Teschers C
  • ItemOpen Access
    The Role of Teacher Education in Teaching Science to Emergent Bilingual Learners
    (Routledge, 2022) Lyon E; Tolbert, Sara; Luft J; Jones G
    Drawing on multiple theoretical perspectives, research over the last two decades has provided insights for the effective teaching of science to emergent bilinguals. This chapter synthesizes empirical studies published since 2010 that investigated ideologies, knowledge, and/or practices of PreK-12 science teachers in professional learning around the teaching of science to emergent bilinguals. Addressing the question “what is the role of teacher education in the teaching of science to emergent bilinguals?”, the 38 PreK-12 preservice and inservice teacher education publications selected for this review have: (1) theoretically converged on the integration of science learning with language/literacy development, (2) employed approaches that, while generally aligned with professional development research, vary in their attention toward collaboration and use of educative materials, and (3) generally led to positive shifts in teacher knowledge and practice around teaching science to emergent bilinguals and positive learning outcomes for students, including emergent bilinguals. While the research has expanded significantly and led to key insights, future studies should explore the nuances of: (1) linguistic hegemony in science education, (2) how to structure and support collaborative communities of practice among teacher educators, administrators, teachers, students, and families, and (3) how and when changes in teacher knowledge and practice occur.
  • ItemOpen Access
    Editorial: Ethics and Teacher Vaccinations during COVID-19
    (2021) Devine N; Cough D; Teschers, Christoph; Teschers C; Devine N; Cough D
    When the call for papers for this special issue of Teachers’ Work was sent out, vaccinations for COVID-19 were not yet available in New Zealand and the Delta variant was not yet in the community. While New Zealand went through an early lockdown, and particularly Auckland had seen some further restrictions on occasion until that time, much of the impact of the pandemic on everyday life in New Zealand was still relatively low compared with what other parts of the world were experiencing, including parts of Australia and the UK, for example. Since then, the picture has changed dramatically. Delta has arrived and vaccines have been rolled out, slowly at first and more quickly and forcefully over time. On November the 15th of this year, vaccinations became mandatory for the majority of the educational workforce, including teachers in early childhood, primary and secondary schools. While the Government vaccine mandate has not been extended to those in the tertiary sector, the requirements of vaccinations for certain professions, such as health workers, teachers and others, have created a complexity for affected programmes. This includes exploring how to support students who might not be eligible to work in their chosen profession without vaccination, as well as figuring out which staff members need to be vaccinated before visiting students on placements in organisations, centres and schools that fall under the vaccination requirements mandated by the government.
  • ItemOpen Access
    Integrating Scrum With Other Design Approaches to Support Student Innovation Projects
    (IGI Global, 2021) Parsons D; Sparks H; MacCallum, Kathryn
    Students who are innovating in a project-based context need appropriate frameworks to support applied research that is easily understandable, flexible to different contexts, and appropriate to their needs. Such support is particularly important when the research involves the development of a technology-related artifact, where students need empirical methods for the design and evaluation of that artifact, in addition to guidance in meeting the academic requirements of their courses. This chapter describes a Scrum-based approach for supporting innovations in learning contexts, extending previous proposals in the literature. The context of the research is two academic programs where students undertake innovative technology-based research projects. The new research model is designed to provide a better supporting framework to assist them to effectively manage their projects by integrating the adaptive cycles and ceremonies of the Scrum agile method with complementary concepts and phases from Design Thinking, Design Science, and Design-Based Research.
  • ItemOpen Access
    Editorial: PBRF changes
    (Auckland University of Technology (AUT) Library, 2021) Benade L; Devine N; Teschers, Christoph; Teschers C; Benade L; Devine N
    Over the last 18 years successive governments have tried various schemes to reward and encourage good research, without actually conducting much research into the effectiveness of the rewards and discouragements inherent in their schemes. Universities have been very quick to analyse where the weaknesses in the successive formats gave them opportunities to promote their stronger players, and hide their weaker ones, to the point where the focus of universities seems to have become playing the rules, rather than actually supporting good research.
  • ItemOpen Access
    Sociology of education
    (New Zealand Council of Educational Research, 2019) Kamp A; Kamp A
  • ItemOpen Access
    What's in a name? Finding ways to articulate leadership by teachers
    (New Zealand Council for Research in Education (NZCER), 2019) Lovett S; Kamp A
  • ItemOpen Access
    Queering dissection: "I wanted to bury its heart, at least"
    (Routledge, 2019) Tolbert, Sara; Taylor C; Amade-Escot C; Abbas A
    In this chapter, I explore dissection as a material-discursive phenomenon in three different settings: My own high school dissection experiences; my experiences with dissection as a teacher of science; and a dissection experience that took place in a local high school where I have conducted research. Given its prominence in the secondary school science experience, dissection can serve as a microcosm for analyzing the complex and intersecting roles of identity, such as gender with race, cultural practices, and science (as it plays out in schools). I draw on Sara Ahmed’s (2006, 2010) scholarship on orientations to diffract the various participants’ orientations to the dissection, with a particular focus on gender at the intersections of race, class, and cultural practices. The experiences of two girls, in particular, reveal multiple points of difference that constitute considerable (yet overlooked) tensions in secondary science education.
  • ItemOpen Access
    Teacher Recruitment, Retention and Pedagogical Issues Confronting Indigenous Students and Communities in Northern Saskatchewan Schools
    (Northern Arizona University, 2020) Manning R; Steeves L; Osmond-Johnson P; Furuta S; Carr-Stewart S; Reyhner J; Martin J; Lockard L; Willard-Sakiestewa G
  • ItemOpen Access
    The role of emotions in education in Aotearoa
    (NZCER Press, 2019) O'Toole, Veronica; Martin, Rachel; Kamp, A.
  • ItemOpen Access
    Student engagement in flexible and distance learning in Aotearoa New Zealand.
    (NZCER, 2019) Brown, Cheryl; Davis, N.; Eulatth-Vidal, W.; Kamp A.
  • ItemOpen Access
    Psychology of education
    (New Zealand Council for Educational Research, 2019) Sotardi V; Friesen M; Kamp A
    In this chapter, we offer an understanding of the learner—in early and middle childhood, and adolescence—through an integrated perspective of educational and developmental psychology. We draw on a range of national and international literature to highlight key competencies related to the emerging mind and behaviour of students from early childhood to adolescence in Aotearoa New Zealand. To narrow the scope, we focus our attention on recent educational research where students are participants.
  • ItemOpen Access
    Media Literacy and digital citizenship in Aotearoa New Zealand
    (NZCER Press, 2019) Teschers, C.; Brown, Cheryl; Kamp, A.
    In this chapter, we explore the concepts of media literacy and digital citizenship in the context of 21st century Aotearoa New Zealand and beyond. Focusing on the role criticality and technology plays in the current New Zealand mindset, different interpretations of media literacy are discussed and its relevance to primary and secondary education explained. This chapter links theoretical perspectives, such as D’Olimpio’s critical perspectivism, with the reality of teaching and curriculum in contemporary New Zealand school environments, and we explore the importance of digital media literacy in enabling our young generation to become critically reflective, well informed, media and online savvy digital democratic citizens in the information age of Internet and social media.
  • ItemOpen Access
    Diversity, education, and inclusion in Aotearoa New Zealand
    (NZCER Press, 2019) Teschers C; McMenamin T; Kamp A
    This chapter addresses the complexity of diversity as a concept in and for education and highlights the importance of awareness and consideration of this complexity for policy development and classroom practice. Diversity encompasses a range of interpretations, definitions and understandings within and beyond the Aotearoa New Zealand education context. This chapter looks at different ways in which diversity is understood and used in social and educational policies, and relations to different aspects of the education system will be considered. Some of the implicit and explicit challenges and opportunities for education and the education system will be outlined, and possible implications for policy development and teaching practice in Aotearoa that could arise from these diverging viewpoints will be discussed.
  • ItemOpen Access
    Professional development and physics teachers’ on-going learning needs
    (IntechOpen, 2018) Buabeng I; Conner L; Winter D
    This study sought insight into the professional learning and development needs of physics teachers in New Zealand high schools. It used a mixed methods approach that comprised a national survey of high school physics teachers as well as interviews with high school physics teachers and physics teacher educators. Data from the teacher survey were analysed using descriptive statistical methods. Audio recordings from interviews were transcribed and analysed and used to triangulate and add depth to the survey data. Findings indicated that physics teachers were dissatisfied with the lack of formal professional development opportunities available to support their professional growth. There was a heavy reliance on personal critical inquiry and infrequent practitioner meetings to inform practice. Suggestions for how to support the professional development needs of physics teachers better are discussed.