Now showing items 1-10 of 117
Lifelong Learning & the University in the 21st Century - A monograph.
(University of Canterbury. Continuing and Bridging Education, 2001)
Students as partners in cyclic continuous curriculum development
(University of Canterbury. School of Educational Studies and Human Development, 2009)
The 2007 revision of the New Zealand school curriculum (NZC) requires individual schools to design curriculum to reflect the needs of their local communities through consultation with their communities. For most schools ...
Public discourse, private practice and social justice in early childhood education: New Zealand teachers and the civil unions and care of children debates
(University of Canterbury. School of Educational Studies and Human Development., 2004)
Blending real work experiences and virtual professionaldevelopment
(University of Canterbury. College of Arts.University of Canterbury. School of Literacies and Arts in Education., 2008)
Blended learning holds promise for re-thinking the various ways that learning theory, pedagogy, and technology might be brought together to engage learners. This paper draws on variation theory and social learning theory ...
Learning to be leaders in higher education: What helps or hinders women's advancement as leaders in universities
(University of Canterbury. School of Sciences and Physical Education., 2008)
This paper describes results from an online survey of 26 women from 8 universities, describing times when work and non-work situations have helped or hindered their advancement in university leadership roles. From the ...
Educating older adults: discourses, ideologies and policies 1999 to 2005
(University of Canterbury. Continuing and Bridging Education, 2006)
This article tells the story of policies relevant to education, ageism and older adults betweeen 1999 and 2005. It follows an article published in a previous New Zealand Journal of Adult Learning that described and ...
Globalisation, democracy and adult learning
(University of Canterbury. Continuing and Bridging Education, 1999)
The field of adult learning and education has a rich and diverse history, and those of us working in the field are privileged to be able to draw on a range of traditions. This paper identifies some of these traditions, ...
A History of Community Learning Aotearoa New Zealand (CLANZ), 1988-2004, with special reference to an analysis of funding applications and grants
(University of Canterbury. Continuing and Bridging Education, 2005)
Some proposals for a statement of tertiary education needs, gaps and priorities for the Canterbury Region
(University of Canterbury. Continuing and Bridging Education, 2007)
The development of a regional statement of needs, gaps and priorities in tertiary education in Canterbury forms an important element in the reform of tertiary education set in motion by government over the past year. ...
Assessing preservice teachers' competence as a Virtual Schooling site facilitator
(University of Canterbury. School of Literacies and Arts in Education, 2008)
Given the rise of distance learning engaging K-12 students and the importance of the role of the Virtual Schooling Site Facilitator (VSSF) to support these students in K-12 schools, it is important to prepare all teachers ...