School of Education - Te Kura Mātauranga

Permanent link for this collection

https://hdl.handle.net/10292/3300
Research within the School of Education - Te Kura Mātauranga is driven by students working towards postgraduate qualifications, staff pursuing their own research interests, and contracts for funding agencies such as the Ministry of Education and other partners. Research interests in the School of Education include; Learning and teaching, theory and practice, Curriculum and development, Teacher education, Early childhood education, Adult and tertiary education and development, Schools, E-learning, Educational administration, and Professional inquiry and practice.

Browse

Browsing School of Education - Te Kura Mātauranga by Subject "13 Education"

Now showing 1 - 5 of 5
  • Item
    A Realist Conceptual Methodology for Qualitative Educational Research: A Modest Proposal
    (Springer Science and Business Media LLC, 2024-10-07) Lourie, M; McPhail, G
    This article explains and illustrates an approach to the design of qualitative inquiry in education using a conceptual methodology informed by a realist ontology. It is written with research novices in mind, based on two observations we have made while supervising postgraduate students. The first is that the methodology literature education students often engage with tends to focus on interpretivist-constructivist approaches. The second observation is that it can be challenging for students to find appealing and accessible material which employs realist informed methodology. To counter this we offer a general introduction to undertaking educational research informed by a realist ontology drawing on a simplified account of critical realism (CR). We illustrate the key concepts of this approach using examples from postgraduate studies in education. It is our hope that this article may stimulate wider discussion about the possibilities, development, and use of realist approaches.
  • Item
    Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t Do It
    (Springer Science and Business Media LLC, 2024-03-26) Milne, John
    The learning and teaching of reading continues to be a source of contention in New Zealand education. In recent years, proponents of structured literacy approaches have argued for more attention to be paid to what they term the “science of reading”. They have emphasised skill development and argued against the inclusion of other approaches. A singular focus on skill development comes at a cost however, as being a reader requires more than simply being able to read words. When we consider a broader view of what it means to be a reader, we need to consider the reader as a whole person, and their place in a wider social context. This article discusses the “science of reading” in relation to Self-Determination Theory and considers how pedagogical approaches can contribute to, or work against, the development of children’s feelings of autonomy, relatedness, and competence in reading and their subsequent desire to read. A restricted focus and related pedagogies will have negative long-term impacts on individuals’ ability to access the many and varied benefits of truly being a reader. Some of the approaches being promoted will likely exacerbate existing concerns such as declining rates of volitional reading and achievement. While necessary, being technically capable is not enough, children must also see the value in reading and its outcomes if they are going to choose to do it.
  • Item
    Lessons from a Va Relational Approach: Embedding Indigenous Constructs for Classroom Practice
    (Springer Science and Business Media LLC, 2024-04-17) Ualesi, Yvonne Maggie
    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, 2008). Youth mentoring programmes are largely underpinned by Eurocentric approaches lacking consideration of diverse cultural needs of multi-ethnic under-served youth (Larson & Ngo, Journal of Adolescent Research 32:3–10, 2017). This article draws on data from a participant observational study highlighting how youth mentoring practice underpinned by a range of key Indigenous psychological constructs can be nurtured to improve classroom practice for kaiako (teacher, instructor). The context of investigation is focused on a youth mentoring programme in a tertiary learning environment at a large urban city of Aotearoa New Zealand that explored culturally responsive, sustaining and safe youth mentoring practice for Māori and Pacific/Pasifika rangatahi excluded from mainstream compulsory education.
  • Item
    Robot for Mayor: Creative Pedagogies with Social Robots in Secondary Education for Youth Civic Agency
    (Scientific Research Publishing, Inc., 2023-06-12) Sosa, Ricardo; Torres, Rebeca; Bradford, Penny; Gibbons, Andrew
    This paper presents new ways to imagine and carry out creative pedagogies that use robots to teach socio-technical topics. The paper presents key theoretical and methodological ideas that informed a project co-designed in partnership with teachers and learners from Manurewa High School. This project portrays a speculative story of an affable humanoid robot who shares its goal of running for Mayor of the city of Auckland in Aotearoa New Zealand and asks children for advice on how to prepare for this future role. The findings from this case study are organised around three main themes: suspending disbelief, powerful questions, and breaking the fourth wall. A discussion around learning using digital technologies more creatively and more critically closes the paper. The appropriateness of robots for creative and dialogic learning calls for the participation of learners and teachers in playful co-creation activities that transgress the conventional roles and scripts in the classroom and the curriculum.
  • Item
    The Material-Discursive Phenomena of Queer-Bodies, Clothing and Schooling
    (Taylor and Francis Group, 2024-04-23) Ingram, Toni
    This article draws on feminist new materialist theory to examine the relations in-between queer-bodies, clothing and the schooling environment. Working with Karen Barad’s agential realist concepts of intra-action and entanglement, queer-bodies and clothing are conceptualized as material-discursive phenomena, co-constitutive and emergent through their entangled relations. Through this approach, school uniforms, spatial environments, practices such as the school ball (prom), peers, parents, climate, and bodily sensations become integral forces in the mattering of queer-bodies and clothing. Notions of sartorial ‘choice’, agency and intelligibility are reconfigured in ways that exceed a pre- existing individual body and identity. I consider how a relational approach attends to the shifting complexities of queer-bodies and clothing in ways that avoid binary frameworks such as materiality/discourse, subject/object, dress/suit, and in turn, expands the possibilities for doing justice to the diversity of queer-bodies.
Items in these collections are protected by the Copyright Act 1994 (New Zealand). These works may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:
  • Any use you make of these works must be for research or private study purposes only, and you may not make them available to any other person.
  • Authors control the copyright of their works. You will recognise the author’s right to be identified as the author of the work, and due acknowledgement will be made to the author where appropriate.
  • You will obtain the author’s permission before publishing any material from the work.