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Omani international students' social connection and friendship at a New Zealand university 阿曼留学生在新西兰大学的社会关系和友谊
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.915
Muwafaq Al-Tamimi, Frances Edwards
This is a qualitative study that explored the experiences of friendship formation of Omani international students at a university in New Zealand. Semi-structured interviews were employed to collect data from 12 Omani participants and data were analysed using thematic analysis. Utilising Bochner et al.’s (1977) Functional Model, the study found that Omani students were generally satisfied with how they were developing friendships with co-national and international students but revealed dissatisfaction concerning forming friendships with New Zealand students. The perceptions of Omani students revealed six factors that influenced their formation of intercultural friendships: (1) willingness to establish intercultural friendships, (2) frequent communication and social interaction, (3) English language proficiency, (4) capability to engage with host nationals, (5) cultural differences, and (6) personality traits. The data suggest that host-national contact is lacking and that international students prefer to contact co-national and multinational friends, which indicates that highly supportive co-national and international social ties significantly predominate. Higher-education providers in New Zealand and receiving countries addressing one cohort of international students will find these findings particularly useful.
这是一项质性研究,旨在探讨阿曼留学生在新西兰一所大学的友谊形成经历。采用半结构化访谈收集12名阿曼参与者的数据,并使用主题分析对数据进行分析。利用Bochner等人(1977)的功能模型,该研究发现阿曼学生对他们与本国和国际学生建立友谊的方式普遍感到满意,但对与新西兰学生建立友谊表示不满。阿曼学生的看法揭示了影响他们形成跨文化友谊的六个因素:(1)建立跨文化友谊的意愿,(2)频繁的沟通和社会互动,(3)英语水平,(4)与东道国国民交往的能力,(5)文化差异,(6)人格特质。数据表明,东道国与国家之间的联系不足,国际学生更喜欢与同国籍和跨国的朋友联系,这表明高度支持性的同国籍和国际社会关系明显占主导地位。新西兰和接收国的高等教育机构会发现这些发现特别有用。
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引用次数: 0
Teachers implementing new primary school digital technology areas: What are we teaching now? 教师实施新的小学数字技术领域:我们现在教什么?
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.960
K. Rhodes, Nigel Calder
New digital technology areas were added to the New Zealand primary school technology curriculum in 2020. These areas aim to grow students who are not just passive users of technology but, instead, students who understand how computers work, who are digital creators, informed by design processes and critical thinking. The new digital areas of the technology curriculum appear to have created tension between the expectations of teachers and their relative capabilities. Examining three primary teachers' implementation of the new digital areas, this project utilised a participatory action research (PAR) methodology to review teachers’ journey of adoption. Findings indicated that implementing the curriculum areas was not as complex as teachers first imagined and that unplugged activities (those without devices) played a significant role in the new digital technology areas’ successful implementation in the classroom. The main themes that appeared from the data included levels of teacher knowledge, teacher confidence and curriculum learning area integration.
2020年,新西兰小学技术课程增加了新的数字技术领域。这些领域的目标是培养学生,让他们不仅仅是被动的技术用户,而是了解计算机如何工作的学生,他们是数字创造者,了解设计过程和批判性思维。技术课程的新数字领域似乎在教师的期望和他们的相对能力之间制造了紧张关系。该项目考察了三位小学教师对新数字领域的实施情况,采用参与式行动研究(PAR)方法来回顾教师采用新数字领域的过程。调查结果表明,课程领域的实施并不像教师最初想象的那么复杂,不插电活动(没有设备的活动)在新数字技术领域在课堂上的成功实施中发挥了重要作用。从数据中出现的主要主题包括教师知识水平,教师信心和课程学习领域整合。
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引用次数: 0
Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students 画廊步法在提高初中生阅读理解和英语口语能力中的应用
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.813
Ruth A. Ortega-Dela Cruz, Mary Kathleen Rose R. Lopez
The study used quasi-experimental research with pre-test and post-test design approach to analyse the effectiveness of using the Gallery Walk technique in enhancing reading comprehension and oral English language proficiency among junior high school students. Cluster sampling technique was used in determining the respondents who experienced the Gallery Walk teaching technique and those who experienced the conventional teaching technique. Pre-test result showed no differences in the level of reading comprehension and oral English language proficiency prior to the experiment. After the implementation of the study, post-test was given, and results revealed differences in the students’ performance. Findings revealed that the students who were taught using the Gallery Walk technique showed improvement in reading comprehension and oral English language proficiency as compared to those who underwent the conventional teaching technique. In addition, students had positive feedback about the implementation of Gallery Walk. Finally, the study recommended the use of the Gallery Walk technique in teaching English 8 for enhancing reading comprehension and oral English language proficiency.
本研究采用准实验研究,采用前测和后测设计的方法,分析了运用Gallery Walk技巧提高初中生阅读理解能力和英语口语水平的有效性。采用整群抽样的方法,确定了采用“画廊漫步”教学方法和采用传统教学方法的调查对象。实验前的测试结果显示阅读理解水平和英语口语水平在实验前没有差异。研究实施后,进行了后测,结果显示了学生表现的差异。研究结果显示,与那些接受传统教学方法的学生相比,使用Gallery Walk技术教学的学生在阅读理解和英语口语能力方面都有提高。此外,学生们对画廊步道的实施给予了积极的反馈。最后,该研究建议在英语教学中使用Gallery Walk技巧来提高阅读理解能力和英语口语能力。
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引用次数: 1
Developing mathematics-enhanced chemistry research lessons through productive lesson study: Insights from in-service teachers 通过富有成效的课程研究开发数学强化化学研究课程:来自在职教师的见解
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.736
Katherine Kate B. Samaniego, Allen A. Espinosa
This study explores the perceptions of five in-service chemistry and mathematics teachers in using productive lesson study as a framework for teaching and learning. Introductory professional development workshops on horizontal articulation, productive pedagogy and lesson study were given to teachers at the onset of the project. Teachers were then tasked to produce two research lessons for grade 10 chemistry using the productive lesson study framework. We utilised inductive thematic analysis to identify the themes underpinning the perceptions of the teachers. Findings show that the teachers improved and deepened their knowledge by learning from each other’s perspectives. They had also adopted effective strategies for teaching by reflecting on their students’ learning, which helped them address the challenges of integrating and relating different topics into one. Furthermore, they became more aware of their students’ prior knowledge which enabled them to address misconceptions. Thus, learning was reinforced, broadened and extended. Participating in the study made a transformative intervention in the teachers as they became more focused on the enhancement of their professional practice as teachers.
本研究探讨了五位在职化学和数学教师在使用生产性课程研究作为教与学框架方面的看法。在项目开始时,向教师提供了关于水平发音、生产性教学法和课程研究的介绍性专业发展讲习班。然后,教师们被要求使用生产性课程研究框架为10年级的化学制作两节研究性课程。我们利用归纳主题分析来确定支撑教师观念的主题。调查结果表明,教师们通过相互学习来提高和加深他们的知识。他们还采取了有效的教学策略,反思学生的学习情况,这有助于他们应对将不同主题整合和联系起来的挑战。此外,他们更加了解学生的先验知识,这使他们能够纠正错误观念。因此,学习得到了加强、拓宽和扩展。参与研究对教师产生了一种变革性的干预,因为他们更加注重提高他们作为教师的专业实践。
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引用次数: 0
Teaching with biosecurity content in the social sciences learning area: A Year 13 social science teacher’s experience 在社会科学学习领域进行生物安全内容的教学:13年级社会科学教师的经验
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.878
Rajesh Ram
In this era of pandemics, asylum seekers, and conflict between super powers, social sciences are a critical subject that can help develop young people who can not only recognise racial and social discrimination but also injustices at a regional, national, and global scale. Mainstream subjects, such as sociology, routinely support learning in the social sciences area. As a science/biology teacher, I wanted to find out whether biosecurity science could be used to support learning in the social sciences area. My interest in biosecurity stems from personal and professional experiences in New Zealand. Further, in my own pedagogical experience, teaching science/biology in schools, I found young people (15–18 years) were unfamiliar with the concept of biosecurity in New Zealand. Considering my experiences, I set out to conduct research to look at the efficacy of using biosecurity in teaching and learning. This paper reports on the experience of one Year 13 social science teacher who used biosecurity content to teach in the social sciences learning area. Classroom observations and individual teacher interviews were used to gather data. The results show that biosecurity content engaged Year 13 social sciences students in the classroom and that the teacher used transformational learning theory to engage his students into undertaking social action related to biosecurity. Given the importance of biosecurity to New Zealand, this paper shows that social sciences as a learning area could support teaching and learning about biosecurity.
在这个流行病、寻求庇护者和超级大国之间冲突的时代,社会科学是一门关键学科,可以帮助培养年轻人,使他们不仅能够认识到种族和社会歧视,而且能够认识到地区、国家和全球范围内的不公正。主流学科,如社会学,通常支持社会科学领域的学习。作为一名科学/生物教师,我想知道生物安全科学是否可以用来支持社会科学领域的学习。我对生物安全的兴趣源于在新西兰的个人和专业经历。此外,在我自己的教学经验中,在学校教授科学/生物,我发现年轻人(15-18岁)不熟悉新西兰的生物安全概念。考虑到我的经验,我开始进行研究,看看在教学和学习中使用生物安全的功效。本文报告了一位13年级社会科学教师在社会科学学习领域运用生物安全内容进行教学的经验。通过课堂观察和个别教师访谈来收集数据。结果表明,生物安全内容在课堂上吸引了13年级的社会科学学生,教师使用转化学习理论吸引了学生参与与生物安全相关的社会行动。鉴于生物安全对新西兰的重要性,本文表明社会科学作为一个学习领域可以支持生物安全的教学和学习。
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引用次数: 1
Wayfinding waves and winds of change: The currency of the post-covid gaze into Pasifika/Pacific education’s trajectory 指引方向的浪潮和变革之风:后疫情时代的货币审视太平洋/太平洋教育的轨迹
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.1020
D. Fa’avae
The thematic currency of this paper is a post–covid concern. My talatalanoa sits alongside Pacific educators’ voices in this volume of the Waikato Journal of Education, colleagues from Aotearoa New Zealand’s Realm Nations of the Cook Islands, Niue and Tokelau. While adopting a place-based and Indigeno-centric Pasifika/Pacific gaze through talanoa–vā, an analytical lens centred on unpacking stories and insights, I share my motivations and concerns wayfinding the wave-like changes facing Pasifika/Pacific education’s level of criticality and trajectory within Aotearoa New Zealand.
本文的主题是对疫情后的担忧。在《怀卡托教育杂志》的这一卷中,我的talatalanoa与来自新西兰库克群岛、纽埃和托克劳等国的太平洋教育工作者的声音放在一起。通过talanoa-vā(一种以故事和见解为中心的分析视角),我采用了以地方为基础和以土著为中心的Pasifika/Pacific视角,分享了我的动机和关注点,如何找到在新西兰Aotearoa地区Pasifika/Pacific教育的临界水平和轨迹所面临的波浪式变化。
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引用次数: 3
Ko e leo ke eke hā? Empowering tagata Niue living in Aotearoa New Zealand to claim its status in education 我想知道我喜欢什么吗?赋予居住在新西兰奥特罗阿的塔加塔纽埃人在教育方面的地位
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.1021
Ioane Aleke Fa'avae
n/a
N/A
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引用次数: 0
Alofa fai tamāmanu, giving yourself wholeheartedly: Education that matters to Tokelau people in Aotearoa NZ Alofa fai tamāmanu,全心全意地奉献自己:教育对新西兰奥特罗阿托克劳人来说很重要
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.1022
Lealofi Kupa
n/a
N/A
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引用次数: 0
Exploring possibilities and challenges of Lesson Study: A case study in a small island developing state 探索课程研究的可能性和挑战:一个小岛屿发展中国家的案例研究
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.812
Indra Wati, H. Dayal
Lesson Study (LS) is a teaching improvement and knowledge-building process that has origins in Japanese elementary education. In Japanese LS, teachers work in small teams to plan, teach, observe, analyse and refine individual lessons called research lessons. This study examined a small sample of primary school teachers’ perceptions of LS as a professional learning endeavour. The benefits and challenges teachers experienced when attempting to engage in LS was further explored. The study focused on the Fijian primary teaching context, specifically on Year 8 mathematics teachers. Data was collected using a series of class observations and semi-structured interviews in two case-study schools. Analysis of classroom observations and semi-structured interviews confirms that LS provided a useful mode for teachers to talk about their mathematics lessons and open them for scrutinisation by their teaching colleagues. The findings suggest that all the teachers in the two schools found that LS is a powerful learning platform to improve teachers’ mathematical knowledge and pedagogical skills. These findings have important implications for the implementation of effective professional learning amongst practising primary school teachers.
课程研究是一种起源于日本基础教育的教学改进和知识建构过程。在日本的LS中,教师以小团队的形式工作,计划、教授、观察、分析和完善个人课程,称为研究课程。本研究调查了一个小样本的小学教师的看法,LS作为一个专业的学习努力。进一步探讨了教师在尝试从事外语教学时所经历的好处和挑战。本研究的重点是斐济小学的教学环境,特别是八年级的数学教师。数据是通过在两所案例研究学校进行的一系列课堂观察和半结构化访谈来收集的。对课堂观察和半结构化访谈的分析证实,LS为教师提供了一个有用的模式来谈论他们的数学课程,并开放给他们的教学同事仔细审查。研究结果表明,两所学校的教师都认为LS是一个强大的学习平台,可以提高教师的数学知识和教学技能。这些发现对在职小学教师实施有效的专业学习具有重要意义。
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引用次数: 0
Unsettling language ideologies: Examples from writing teacher education in New Zealand and the United States 令人不安的语言意识形态:以新西兰和美国的写作教师教育为例
Q4 Social Sciences Pub Date : 2022-12-09 DOI: 10.15663/wje.v27i3.956
J. Rubin, Charlotte L. Land, Kelsey Jones-Greer
In this study, we use qualitative research methods to explore how discourses about language manifested within two university writing teacher education classes, one in New Zealand and one in the United States. We used a collaborative teaching journal and student work as main sources of data, which were analysed inductively at key points before, during and after the focal classes. Findings showed that in these two geographically and culturally distinct contexts, practices related to “correctness” and “academic” language or writing were similarly hard to displace, even when the underlying ideas were unsettled. Our analysis suggests teachers and teacher educators have similar struggles of balance—to both prepare students to succeed within the world as it is now and to prepare them to push against the systems that maintain inequities.
在本研究中,我们使用定性研究方法来探讨语言话语如何在两个大学写作教师教育课程中表现出来,一个在新西兰,一个在美国。我们使用合作教学期刊和学生作业作为主要数据来源,在重点课程之前,期间和之后的关键点进行归纳分析。研究结果表明,在这两种地理和文化上截然不同的背景下,与“正确性”和“学术”语言或写作相关的实践同样难以取代,即使潜在的想法尚未确定。我们的分析表明,教师和教师教育者在平衡方面有着相似的挣扎——既要让学生在当今世界中取得成功,又要让他们准备好对抗维持不平等的制度。
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引用次数: 0
期刊
Waikato Journal of Education
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