• Tomorrow’s School’s Review

      Benade, L; Devine, N (The School of Education, Auckland University of Technology, 2018)
      Wide-ranging changes proposed by the Tomorrow’s Schools Independent Taskforce (2018) seek to end the 30-year period known as ‘Tomorrow’s Schools’, or, what we earlier referred to as the ‘Thirty Years War’ (Devine, Stewart ...
    • Not the bottom, but the beginning: The failure of the teaching profession to value early childhood education

      Gibbons, A (Tuwhera, Auckland University of Technology, 2018)
      No abstract.
    • Focusing on teachers as learners in professional learning communities

      Swanson, C; Earl Rinehart, K; Mills, J (2018)
      No abstract.
    • Naming the Early Childhood Professional: Artefacts, Childish Pursuits and Critical Questions

      Gibbons, A (Auckland University of Technology, 2018)
      This article addresses the problem of naming those who work with children in early childhood education setting. The article works through some perceived problems associated with shifting boundaries in the profession of ...
    • DiY (Do-it-Yourself) pedagogy: A future-less orientation to education

      Gibbons, A; Snake-Beings, E (Taylor & Francis Group, 2018)
      A future-less orientation, as defined in this article, explores approaches to education within the context of precarious, shifting, labour markets and the uncertain future of employment trends. A future-less orientation ...
    • Is peer review in academic publishing still working?

      Jackson, L; Peters, MA; Benade, L; Devine, N; Arndt, S; Forster, D; Gibbons, A; Grierson, E; Jandrić, P; Lazaroiu, G; Locke, K; Mihaila, R; Stewart, G; Tesar, M; Roberts, P; Ozoliņš, JJ (Taylor & Francis, 2018)
      Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers, and those whose work is reviewed. This paper, produced by the Editors’ ...
    • Untangling Constructivism, Knowledge, and Knowledge-building for ‘future-oriented’ Teaching

      Gilbert, J (The New Zealand Council for Educational Research (NZCER), 2018)
      Building on earlier work in Set on “confusion” around the term constructivism in education, this article explores four different meanings of constructivism, looking at their very different origins and purposes. It argues ...
    • “Don't tell me, show me!” Rethinking scholarship in the age of the video journal

      Stewart, G (Taylor & Francis Group, 2018)
      No abstract.
    • Rebooting biculturalism in education in Aotearoa-New Zealand

      Stewart, G (Tuwhera, Auckland University of Technology, 2018)
      A response to Christine Jenkin (2017). Early childhood education and biculturalism: Definitions and implications. New Zealand Journal of Teachers' Work, 14(1), 8-20.
    • (Re)inhabiting Waldorf Education: Honolulu Teachers Explore the Notion of Place

      Boland, N; Demirbag, JR (Educational Journal of Living Theories (EJOLTS), 2017)
      This article tells of an unfinished journey we took with a group of teachers in Honolulu as we investigate and navigate notions of place and belonging. We explain how we are developing and transforming relationships with ...
    • Travels in Education: Towards Waldorf 2.0

      Boland, N (Educational Journal of Living Theories (EJOLTS), 2017)
      This article documents an exploratory, values-based process involving culture, society and contemporaneity in Steiner Waldorf education. Using an action research model, it works through cycles which expand gradually from ...
    • Courage, Freedom and Educational Know-how

      Devine, N; Benade, L (AUT University, 2017)
      No abstract.
    • In the Market for an ECE Transition-to-school Programme?

      Benade; De Lautour; Stover; Stewart (Addleton Academic Publishers, 2017)
      This article draws on a small evaluation research project, conducted in one early childhood education (ECE) centre in Auckland, New Zealand, with the aim of supporting its capacity for self-review. The centre management ...
    • The Evolution of Policy: A Critical Examination of School Property Under the National-led Government

      Benade, L (Wilf Malcolm Institute of Educational Research, 2017)
      New Zealand's National-led Government, elected in 2008, has pursued a deliberate policy to design and construct modern school facilities around the country. This article argues that this policy is not simply focused on ...
    • Waldorf: An Education of its Time?

      Boland, N (International Forum of Waldorf/Steiner Education, 2017)
      To what degree is Waldorf education of its time? Is it contemporary? These questions are put forward by Neil Boland, senior lecturer at Auckland University of Technology in New Zealand. He looks towards possible futures ...
    • Collective Writing: An Inquiry Into Praxis

      Jandric, P; Devine, Nesta; Jackson, Elizabeth; Peters, Michael A.; Lazaroiu, George; Mihaila, Ramona; Locke, Kirsten; Heraud, Richard; Gibbons, Andrew; Grierson, Elizabeth; Forster, Daniella; White, Jayne; Stewart, Georgina; Tesar, Marek; Arndt, Sonja; Brighouse, Susanne; Benade, Leon (Addleton Academic Publishers, 2017)
      This is the second text in the series collectively written by members of the Editors’ Collective, which comprises a series of individual and collaborative reflections upon the experience of contributing to the previous and ...
    • Travels in education: Towards Waldorf 2.0

      Boland, N (Educational Journal of Living Theories, 2017)
      This article documents an exploratory, values-based process involving culture, society and contemporaneity in Steiner Waldorf education. I do this by using my own developing values as a lens through which I assess and ...
    • A Māori Crisis in Science Education?

      Stewart, G (AUT University, 2017)
      This article is written for teachers in Aotearoa New Zealand schools who teach science to Year 7-10 students or as part of a primary classroom programme under NZC (the New Zealand Curriculum). What can teachers do about ...
    • The ‘Hau’ of Research: Mauss Meets Kaupapa Māori

      Stewart, G (Indiana University, 2017)
      ‘The Gift’ is the English title of a small book first published in French in 1925 by sociologist Marcel Mauss, which catalyzed an ongoing debate linked to a wide range of scholarship. Mauss’s gift theory included the Māori ...
    • Educational Makerspaces: Disruptive, Educative or Neither?

      Gilbert, J (AUT University, 2017)
      Makerspaces are now common in schools. This idea, which originated outside education, is being advocated as a way to improve student engagement in learning and/or to foster creativity and/or innovation. It is also linked ...