School of Education
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Research within the School of Education 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.
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- ItemAcademic-Māori-Woman: The Impossible May Take a Little Longer(Informa UK Limited, 2021) Stewart, GTThis year’s Waitangi Day, 6 February 2021, saw the revival of a favourite zombie in New Zealand politics when Judith Collins, the leader of the Opposition, complained about not getting a chance to speak during the formalities, calling out Māori culture as sexist i.e. unlawful and backward. Only days earlier, after 25 years of waiting, hearings had finally begun for the ‘urgent’ Mana Wahine claim against the Crown, lodged with the Waitangi Tribunal in July 1993. At the same time, in several places around the country, Māori academics are in public conflict with their employer institutions, and as would be expected, Māori women academics are among those leading these actions. This editorial digs below the surface to identify and briefly sketch the common ground that draws together these various topical threads.
- ItemAccess Denied: Academic Life Under Lockdown(New Zealand Council for Educational Research, 2020) Devine, N; Stewart, G; Benade, L
- ItemAko: Learning from History?(UTS ePRESS, 2022-12-06) Neill, C; McKergow, F; Watson, G; Littlewood, DThis special issue of Public History Review has been edited by Fiona McKergow, Geoff Watson, David Littlewood and Carol Neill and serves as a sampler of recent work in the field of public history from Aotearoa New Zealand. The articles are derived from papers presented at 'Ako: Learning from History?', the 2021 New Zealand Historical Association conference hosted by Massey University Te Kunenga Ki Pūrehuroa. The cover image for this special issue shows Taranaki Maunga viewed from a site near the remains of a redoubt built by colonial forces during the New Zealand Wars.
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- ItemAn introduction to the "radical" reality-way teaching of Adi Da Samraj: that which is always already the case(School of Education, AUT University, 2012-07-12) Nugent, DNo abstract.
- ItemArabic in English-medium classes? Reasons and implications(TESOL Arabia, 2014-05-16) Riddlebarger, J; Dickson, M; Kennetz, K; Stringer, P; Tennant, LThe use of L1 in L2 classrooms is a contentious issue (Auerbach, 1993; Cook, 2001; Macaro, 2001). Debate continues over its usefulness (or harmfulness) (Cummins, 2009; Morrow, 2011). Although research has been conducted in the region on this topic, it has mostly been limited to tertiary or secondary environments (Mouhanna, 2009); little is available that looks at L1 in the primary L2 class. The Abu Dhabi Education Council (ADEC) rolled out their New School Model (NSM) in 2010; it is currently in place for KG to grade 5. In the NSM, math, science and English language classes are all meant to be conducted in English only, and over the last few years ADEC has been hiring native English speakers to teach these classes. Recently, however, they have started to shift to hiring some Emirati teachers as English Medium Teachers (EMTs) in KG and Cycle 1 schools. Several of the first graduating class of a newly established teachers’ college are among these new hires. This study investigates these Emirati novice EMTs’ use and negotiation of language within the classroom as well as the wider school community. How and why do they use English? What about Arabic? Is there a place for both? The presenters will summarize their on-going research and invite discussion from the audience.
- ItemArabic in English-Medium Classes? Reasons and Implications(2014-05-16) Riddlebarger, J; Dickson, M; Kennetz, K; Stringer, P; Tennant, LThe use of L1 in L2 classrooms is a contentious issue (Auerbach, 1993; Cook, 2001; Macaro, 2001). Debate continues over its usefulness (or harmfulness) (Cummins, 2009; Morrow, 2011). Although research has been conducted in the region on this topic, it has mostly been limited to tertiary or secondary environments (Mouhanna, 2009); little is available that looks at L1 in the primary L2 class. The Abu Dhabi Education Council (ADEC) rolled out their New School Model (NSM) in 2010; it is currently in place for KG to grade 5. In the NSM, math, science and English language classes are all meant to be conducted in English only, and over the last few years ADEC has been hiring native English speakers to teach these classes. Recently, however, they have started to shift to hiring some Emirati teachers as English Medium Teachers (EMTs) in KG and Cycle 1 schools. Several of the first graduating class of a newly established teachers’ college are among these new hires. This study investigates these Emirati novice EMTs’ use and negotiation of language within the classroom as well as the wider school community. How and why do they use English? What about Arabic? Is there a place for both? The presenters will summarize their on-going research and invite discussion from the audience.
- ItemAre school visions sustainable? Assessing the relevance of Senge’s notion of shared visions(New Zealand Educational Administration & Leadership Society, 2012-06) Benade, LContemporary schools, in the pursuit of developing community, will seek to build statements of vision based on values that focus action and become the impetus for the daily renewal of commitment by those bound to these statements. In New Zealand, a current focal point for Education Review Office reviews is the ability of schools to maintain sustainable performance. This paper reports on a small-scale pilot study undertaken at an establishment (new) school that has strong foundation statements of vision, mission and values. The question at the centre of this investigation is how this new, and rapidly expanding, school will maintain and sustain its visionary focus, in particular, its concept of community, through the growth cycle. A concept of shared vision is proposed by Peter Senge as one of his ‘ five disciplines of learning organisations’. Senge’s theorisation includes notions of the genesis, development, anchoring, advocacy and long-term sustainability of visions. This pilot study seeks to establish the relevance of Senge’s model to the question of vision sustainability in the case study school. The design is based on a series of semi-structured interviews of key stakeholders associated with the early establishment of the case study school.
- ItemBack to the Future? Aims and Ends for Future-Oriented Science Education Policy – The New Zealand Context(Addleton Academic Publishers, 2017) Gilbert, JScience and science education are a focus of high-level government policy settings in many countries. Greater public interest in and knowledge of science is seen as being an important prerequisite for economic growth and social development in the Knowledge Age. In this article, I argue that current policy approaches are misguided and potentially harmful – for science, for education, and for future social development. Using specific examples from the New Zealand context, I argue that, because these policies are based on widely held but limited views of first, education, and second, science, they effectively colonise, rather than expand, the possibilities for our future. Drawing on ideas from educational thinkers of the past, such as John Dewey and Alfred North Whitehead, and ideas from contemporary futures thinkers, I put forward for consideration three very different scenarios for science education’s future aims and ends.
- ItemBringing Māori Concepts into School Science: NCEA(Philosophy of Education Society of Australasia, ) Stewart, GT; Tedoldi, AThis commentary article discusses the inclusion of Māori knowledge in senior school science in the context of some new senior school science qualifications that are currently being trialled. These proposals raise challenging questions and are provoking intense debates among secondary science teachers in Aotearoa New Zealand. We introduce the proposals and their rationale and summarise the main objections raised by science teachers. We focus on three specific Māori concepts used in the proposals and comment on the possibilities.
- ItemBringing others into us: school leadership meeting the politics of identity(Common Ground Publishing Pty Ltd, 2007) Billot, JHow does a school maintain a sustainable identity within the rapidly changing society in which it is positioned?As a result of global migrations of people, the demographics of societies are changing and creating increasingly diverse communities, resulting in a challenging context for school leadership. The ‘research territory’ (Morrison, Lumby & Sood, 2006, p.281) of diversity has mainly been occupied by those outside the domains of educational management and leadership, so this paper aims to redress that imbalance. By examining the connections between diversity of population and school identity, I identify how inclusive practices aimed at social equity can be used to draw diverse groups into a larger unifie school community. There has been much debate about what constitutes ‘diversity’ in general terms and, given the multiplicity of meanings for this concept, in this paper I focus on ethno cultural diversity which Au refers to as encompassing ‘groups with shared histories and cultural knowledge’ (1995,p.85). I refer to research finding of an international study to identify strategies and practices developed and implemented by principals in New Zealand to address increasing ethnocultural diversity. Identity can be viewed as the ‘combination of the internal experience of place and external participation in world and society’ (Cockburn,1983,p.1). The principal holds a pivotal role in facilitating school identity and as leadership emerges from social constructions of the self, so the principal works recursively with the concept of identity in the agency of leadership. I identify the tension between efforts to value diversity and the achievement of social cohesion through consensus building and contend that espoused concentration on issues arising from the multi dimensional nature of diversity can divert focus from the pursuit of equity.
- ItemBuilding a future-oriented science education system in New Zealand - how are we doing?(New Zealand Council for Educational Reserach (NZCER), 2013-09-15) Gilbert, J; Bull, AThis paper makes the case for deep and radical change to New Zealand's approach to science education. It discusses the implications of recent science education research and policy work, and argues New Zealand still has a long way to go to developing a future-oriented science education system. It explores what needs to change and contains suggestions for some first steps.
- ItemCan Culturally Responsive Policies Improve Māori Achievement?(NZCER Press, New Zealand Council for Educational Research, 2019) Krzyzosiak, J; Stewart, GThis article analyses research literature and policy texts to investigate the extent to which culturally responsive education policies can improve Māori achievement in schools. It presents a snapshot of current levels of Māori inequity, which is followed by an account of the history of Māori education policy to illustrate the origins of the current situation. Contemporary policies for Māori education, based on cultural responsiveness, are analysed in terms of their potential to succeed in overcoming Māori inequity. While it is important for teachers and schools to engage in culturally responsive practice, blind faith in these policies as “the solution” to Māori underachievement is unrealistic, and has the potential to place unfair responsibility for raising Māori student achievement on schools and teachers, rather than on government or policy itself.
- ItemCapacity building for school improvement: a case study of a New Zealand primary school(Asia-Pacific Educational Research Association (APERA), 2008-11-28) Stringer, P; Edwards, WCapacity building is now mentioned synonymously with school improvement in much of the literature with an absence of debate on the implications of political, social and economic trends. The paper explores capacity building in one low decile, multicultural, New Zealand primary school. From an interpretivist paradigm, a case study and grounded theory approach are used to explore four aspects: 1. the processes that enhance improvement; 2. the internal and external influences on capacity building; 3. the wider societal factors that influence the development of capacity; and 4. the links between capacity building and improvement that were evident. The paper will suggest that capacity building for school improvement is time and context dependent and is unique to the setting. It occurs in response to individual, collective and systemic needs in ways that sustain equilibrium while moving towards improvement. The paper will further explore key attributes: vision, stakeholders as change agents, school culture and professional development. Practices that are examined include knowledge production and utilisation, division of roles and responsibilities and a switching-on mentality. Both groups of factors will be examined as four important themes in the capacity building and school improvement process: situated activity; connectedness; leadership, governance and management; and outcomes. The paper will conclude that the confluence of these contributing factors enables tensions and needs to be managed while ensuring the equilibrium of people, school and system necessary for moving in the direction of improvement.
- ItemCapacity building for school improvement: a case study of a New Zealand school(Springer, 2009-08-05) Stringer, PCapacity building is now mentioned synonymously with school improvement in much of the literature with an absence of debate on the implications of political, social and economic trends. This article explores capacity building in one low decile, multicultural, New Zealand primary school. The research, positioned within an interpretivist paradigm, utilizes a case study and grounded theory approach to explore four aspects: 1. processes that enhance improvement; 2. internal and external influences on capacity building; 3. wider societal factors that influence the development of capacity; 4. links between capacity building and improvement. This article suggests that capacity building for school improvement is time and context dependent and is unique to setting. It occurs in response to individual, collective and systemic need in ways that sustain equilibrium while moving towards improvement. The paper explores key attributes of capacity building: vision; stakeholders as change agents; school culture; professional development. Practices that are examined include knowledge production and utilization; division of labor: roles and responsibilities; and a 'switching-on' mentality. These groups of factors lend themselves to a discussion of four important themes in the capacity building for school improvement process: situated activity; connectedness; leadership, governance and management; and outcomes. This article concludes that the confluence of the contributing factors enables tensions and needs of context to be managed in ways that ensure equilibrium of people, school and system while moving in the direction of improvement.
- ItemCapacity building for school improvement: knowledge production and utilization(Athens Institute for Education and Research, 2010-05-27) Stringer, PEducational reform, focused on promoting student learning, depends on schools’ capacity to improve. Building capacity for school improvement is critical. This paper explores capacity building in one low decile, multicultural New Zealand primary school from the perspective of teacher (individual and collective) and systemic knowledge production and utilization. The research, positioned within an interpretivist paradigm, utilizes a case study and grounded theory approach to explore knowledge production and utilization that is situated, connected, involves leadership and management and is outcomes based. Knowledge production and utilization is time and context dependent and is unique to setting. It occurs in response to individual and systemic need. It is a critical factor in sustaining school capacity building. Capacity building for school improvement is defined as maintaining equilibrium while generating movement in the direction of improvement. The paper explores key attributes of knowledge production and utilization within a framework of: school vision that secures a sense of direction and purpose; school culture which provides a suitable platform for enacting performance; professional development that facilitates individual, collective and systemic learning; and school stakeholder activity that promotes knowledge acquisition, distribution, adaption and usage systems and processes. The individual, collective and systemic dimensions of knowledge production and utilization serve a predictive purpose. Predictive purpose is defined as the ability to determine future pathways for improvement based on evidential data processed, analyzed and modified to site specification. Knowledge production and utilization holds considerable promise for school improvement and, as such, requires deeper investigation.
- ItemChallenges and support factors of married Emirati students in teacher education(2014-08-25) Stringer, P; Saqr, S; Tennant, LThe United Arab Emirates (UAE) is on the path to becoming a knowledge economy and the role women play as pioneers and innovators, not only in their own society but, also, in the global community is strongly advocated [1]. Involvement of women in tertiary education and in the work force is promoted despite restrictions as to the kinds of jobs they can take up and difficulties associated with socio-cultural factors. When making career choices, teaching appears to be favored as a respectable, stable job involving limited interaction with the opposite sex. This paper explores the motivational factors, challenges and support strategies of a social group of married female Emirati students undertaking their Bachelor of Education (BEd.) teaching degree. Using Bronfenbrenner’s ecological systems theory [2] and socio-cultural influences on ‘self’ among the various nested systems that play a role in their development, data on motivational factors, challenges and support strategies are portrayed in the findings.
- ItemChallenges and support factors of married Emirati students in teacher education(2014-08-25) Stringer, P; Saqr, S; Tennant, LThe United Arab Emirates (UAE) is on the path to becoming a knowledge economy and the role women play as pioneers and innovators, not only in their own society but, also, in the global community is strongly advocated [1]. Involvement of women in tertiary education and in the work force is promoted despite restrictions as to the kinds of jobs they can take up and difficulties associated with socio-cultural factors. When making career choices, teaching appears to be favored as a respectable, stable job involving limited interaction with the opposite sex. This paper explores the motivational factors, challenges and support strategies of a social group of married female Emirati students undertaking their Bachelor of Education (BEd.) teaching degree. Using Bronfenbrenner’s ecological systems theory [2] and socio-cultural influences on ‘self’ among the various nested systems that play a role in their development, data on motivational factors, challenges and support strategies are portrayed in the findings.
- ItemChallenges and support factors of married Emirati students in teacher education(Quest Journals Inc, 2014-08-25) Stringer, P; Saqr, S; Tennant, LThe United Arab Emirates (UAE) is on the path to becoming a knowledge economy and the role women play as pioneers and innovators, not only in their own society but, also, in the global community is strongly advocated [1]. Involvement of women in tertiary education and in the work force is promoted despite restrictions as to the kinds of jobs they can take up and difficulties associated with socio-cultural factors. When making career choices, teaching appears to be favored as a respectable, stable job involving limited interaction with the opposite sex. This paper explores the motivational factors, challenges and support strategies of a social group of married female Emirati students undertaking their Bachelor of Education (BEd.) teaching degree. Using Bronfenbrenner’s ecological systems theory [2] and socio-cultural influences on ‘self’ among the various nested systems that play a role in their development, data on motivational factors, challenges and support strategies are portrayed in the findings.
- ItemChallenges faced by novice Emirati teachers(Bloomsbury Qatar Foundation Journals (BQFJ), 2014-05-09) Dickson, M; Riddlebarger, J; Stringer, P; Tennant, L; Kennetz, KThe first years of teaching are well known as being the most challenging of new graduates’ careers, corresponding to the highest attrition rates. Numbers of novice teachers leaving the profession during the first three years are universally high. The challenges faced by novice teachers vary from struggling with classroom management issues to coping with lesson planning, to name just two. In Abu Dhabi, the capital city of the United Arab Emirates, novice Emirati teachers face additional dimensions to these challenges, in that they are joining public schools which are undergoing substantial educational reform. They are also in the minority as Emirati English medium teachers, working among mainly Western teaching staff. We interviewed a group of Emirati primary school teachers during their first year of teaching. It was found that they had faced multiple challenges, some of which are universal among novice teachers, such as managing student behavior and learning to cope with their new workload. However, they also faced additional unique challenges, such as navigating inter-cultural relationships with colleagues, and balancing their new working lives with their demanding home lives.