Journal of Initial Teacher Inquiry: Journal Articles: Recent submissions
Now showing items 41-60 of 71
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Editorial, Volume 2, November 2016
(University of Canterbury, College of Education, Health and Human Development, 2016)Welcome to the second issue of the Journal of Initial Teacher Inquiry. This journal celebrates inquiry based research as conducted by Initial Teacher Education (ITE) students completing the intensive, one year Master of ... -
Mentor and Student Teacher Relationship Factors During Placement
(University of Canterbury, College of Education, Health and Human Development, 2016)This article discusses findings from research concerning the expectations and perceptions of mentor teachers and student teachers (mentees), and how communication may affect this mentor-mentee relationship. The research ... -
The 21st Century Landscape of Assessment and Implication on Student Engagement
(University of Canterbury, College of Education, Health and Human Development, 2016)High-stakes testing has encouraged achievement at a low-level baseline and successfully disconnected many students from their passion to learn. Simultaneously, the globalised nature of the twenty-first century world requires ... -
Effective use of Technologies in the Classroom
(University of Canterbury, College of Education, Health and Human Development, 2016) -
Interdisciplinary Team Teaching to support 21st Century Learning Skills
(University of Canterbury, College of Education, Health and Human Development, 2016)There is a need to reimagine education in the New Zealand secondary school context that better supports twenty-first century learning skills. Interdisciplinary team teaching provides a model of change that could enable ... -
Journal of Initial Teacher Inquiry, Volume 2 November 2016
(University of Canterbury, College of Education, Health and Human Development, 2016)Welcome to the second issue of the Journal of Initial Teacher Inquiry. This journal celebrates inquiry based research as conducted by Initial Teacher Education (ITE) students completing the intensive, one year Master of ... -
Journal of Initial Teacher Inquiry, Volume 1 November 2015
(University of Canterbury, College of Education, Health and Human Development, 2015)Welcome to the inaugural issue of the Journal of Initial Teacher Inquiry. This special issue has a focus on contemporary teaching and learning issues. This journal celebrates inquiry based research as conducted by Initial ... -
The effects of family variables on school bullying
(University of Canterbury, College of Education, Health and Human Development, 2015)Bullies, victims and bully/victims were more likely to experience the authoritarian style of parenting. The authoritative parenting style was significant in creating non-bullies and non-victims. This critical analysis ... -
Barriers to parental involvement in their children’s education
(University of Canterbury, College of Education, Health and Human Development, 2015)While parental involvement in students’ education has long been known to be effective and is encouraged by both the literature and policy, consistent parental involvement has not yet been achieved. This review investigates ... -
Homework and continued learning at home: How should parents be involved?
(University of Canterbury, College of Education, Health and Human Development, 2015)Literature surrounding parental involvement and homework is controversial. This literature review considers how parents should be involved in homework, and reflects on initiatives implemented to support parental involvement. ... -
How much is too much? Partnerships and power relationships between parents and schools
(University of Canterbury, College of Education, Health and Human Development, 2015)Developing effective partnerships between parents and teachers are recognised as an effective way of supporting and maintaining student achievement. This critical literature review explores the power relationships that ... -
Teaching controversial issues and developing citizenship among students
(University of Canterbury, College of Education, Health and Human Development, 2015)The New Zealand Curriculum (2007) puts forward the goal of promoting lifelong learning. A teacher may work as mediator to facilitate this goal by providing students opportunities to explore issues which relate to society ... -
Implications of using restorative justice practices in schools to restore broken relationships
(University of Canterbury, College of Education, Health and Human Development, 2015)Restorative justice practices aim to deal with negatively impacting behaviours in a context of respect and understanding. This results in the peaceful resolution of conflict, the restoration of respectful relationships and ... -
Parental involvement in school benefits students and develops teacher-parent relationships
(University of Canterbury, College of Education, Health and Human Development, 2015)Parental involvement (PI) in student education is highly beneficial for student-parent and teacher-parent relationships. Based on literature review, the present study explores how PI in school-based activities enhances the ... -
Extracurricular engagement and the effects on teacher-student educational relationship
(University of Canterbury, College of Education, Health and Human Development, 2015)The literature reviews aims to investigate the effects that extracurricular activity engagement by teachers has on the teacher-student educational relationship. The review concludes that there are positives and negatives ... -
Importance of teacher-student relationships in response to disaster trauma
(University of Canterbury, College of Education, Health and Human Development, 2015)This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia to identify key aspects within ... -
Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals
(University of Canterbury, College of Education, Health and Human Development, 2015)New Zealand Ministry of Education (MoE), has changed their policy for education of students with special needs from segregated to an ideal of inclusion where student are entitled to enrol at a school of their choice and ... -
Professional development and the impact of teacher relationships
(University of Canterbury, College of Education, Health and Human Development, 2015)Collegial relationships between teachers are very important within the school environment. They are essential to ensuring the school operates smoothly and within a positive atmosphere. Positive relationships between teachers ... -
Changing pedagogies: including indigenous epistemologies and inclusive practices
(University of Canterbury, College of Education, Health and Human Development, 2015)This literature review looks at a variety of sources in regards to the topic of the inclusion of indigenous epistemologies within modern pedagogy. The study focusses on Māori epistemologies and is therefore grounded in the ... -
The structure of observed learning outcomes (SOLO) taxonomy model: How effective is it?
(University of Canterbury, College of Education, Health and Human Development, 2015)This article explores the benefits of the Structure of the Observed Learning Outcome (SOLO) taxonomy model by undertaking a comparative literature review. As a result of this it was possible to highlight many positive ...