Pub Date : 2022-12-01DOI: 10.26686/nzaroe.v27.8060
Sue Cherrington, J. Higgins, Grant Zouch
{"title":"Education policy and practice in challenging times","authors":"Sue Cherrington, J. Higgins, Grant Zouch","doi":"10.26686/nzaroe.v27.8060","DOIUrl":"https://doi.org/10.26686/nzaroe.v27.8060","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123812755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.26686/nzaroe.v27.8032
Christina Egan Marnell, K. Thornton
The last few years has seen a significant increase in the attention paid to leadership in the New Zealand early childhood education (ECE) sector, particularly in guiding documents. While these provide greater clarity than previously on expectations around leadership practice, a greater understanding of what leadership means and how it is implemented in different contexts is still needed. This article is based on a study exploring how educational leadership is practised through internal evaluation processes in New Zealand ECE services, and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research study were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation. This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services. Seven effective leadership practices were also identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This article contributes to our further understanding of educational leadership practices in New Zealand ECE services.
{"title":"Leadership practices and indicators of quality, connected through internal evaluation processes in the New Zealand ECE sector","authors":"Christina Egan Marnell, K. Thornton","doi":"10.26686/nzaroe.v27.8032","DOIUrl":"https://doi.org/10.26686/nzaroe.v27.8032","url":null,"abstract":"The last few years has seen a significant increase in the attention paid to leadership in the New Zealand early childhood education (ECE) sector, particularly in guiding documents. While these provide greater clarity than previously on expectations around leadership practice, a greater understanding of what leadership means and how it is implemented in different contexts is still needed. This article is based on a study exploring how educational leadership is practised through internal evaluation processes in New Zealand ECE services, and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research study were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation. \u0000This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services. Seven effective leadership practices were also identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This article contributes to our further understanding of educational leadership practices in New Zealand ECE services.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129439342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.26686/nzaroe.v27.8030
Monica Mercury, B. Wood
While support for compulsory te reo Māori in schools in Aoteaora New Zealand is growing, there is a risk that any future policy could fail, or be only poorly implemented, unless we understand more deeply the factors which shape effective language policy implementation in schools. In this paper we employ a ‘future policy analysis' to explore what it would take to effectively implement a compulsory te reo Māori policy in schools in the future. We report on interviews with twelve purposively selected stakeholders (including Māori, Pākehā, Chinese and Samoan teachers, principals and one Member of Parliament) to elicit from their experiences and reflections the key elements required to implement te reo Māori well in schools. Participants identified that prioritising and valuing te reo Maori was foundational and essential for any potential policy shift at both national and school level. In addition, participants elaborated on how teacher expertise, resourcing, time and leadership support through senior management was integral to successful adoption and implementation. The paper concludes by recommending urgent attention to a range of future-focused strategies that beginning right now could bring about transformational change in our schools and give te reo Māori the mana it deserves.
{"title":"Compulsory te reo Māori in Aotearoa New Zealand schools","authors":"Monica Mercury, B. Wood","doi":"10.26686/nzaroe.v27.8030","DOIUrl":"https://doi.org/10.26686/nzaroe.v27.8030","url":null,"abstract":"While support for compulsory te reo Māori in schools in Aoteaora New Zealand is growing, there is a risk that any future policy could fail, or be only poorly implemented, unless we understand more deeply the factors which shape effective language policy implementation in schools. In this paper we employ a ‘future policy analysis' to explore what it would take to effectively implement a compulsory te reo Māori policy in schools in the future. We report on interviews with twelve purposively selected stakeholders (including Māori, Pākehā, Chinese and Samoan teachers, principals and one Member of Parliament) to elicit from their experiences and reflections the key elements required to implement te reo Māori well in schools. Participants identified that prioritising and valuing te reo Maori was foundational and essential for any potential policy shift at both national and school level. In addition, participants elaborated on how teacher expertise, resourcing, time and leadership support through senior management was integral to successful adoption and implementation. The paper concludes by recommending urgent attention to a range of future-focused strategies that beginning right now could bring about transformational change in our schools and give te reo Māori the mana it deserves.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123170042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.26686/nzaroe.v27.8034
Lisa Maurice-Takerei, H. Anderson
The Education and Training Act 2020 provides an opportunity to transform the Vocational Education and Training (VET) system in Aotearoa New Zealand to ensure participants are successfully prepared for participation in the current and future workforce. The authors of this paper discuss current reforms in the VET system beyond the changing of components and the assignation of requisite tasks. While change to processes and systems can have an impact on VET outcomes, the kind of change that transforms individual lives and life chances depends on the decision-making and approaches made possible only by individuals ‘at the coalface.’ Indeed, changes to training programmes and processes alone cannot give effect to improved outcomes. The authors suggest that it is educators, the often unnamed and invisible workforce that will provide the basis for transformational VET based change. The VET workforce who daily mediate training programmes and curriculum as educators, facilitators, trainers, instructors and teachers are central to the transformation of VET. Indeed, the most challenging and complex of changes within the Review of Vocational Education (RoVE) is one that is not yet accounted for or named – the VET education workforce. The authors call for a recognition of educators in VET and an acknowledgement of the centrality of their work in change. A case for planning and strategy that provides direction for the education and training workforce to build their knowledge and capability for a new VET is presented, without which the opportunity for transformational reform is at risk of being lost to componentry change.
{"title":"Vocational education and training reform in Aotearoa New Zealand","authors":"Lisa Maurice-Takerei, H. Anderson","doi":"10.26686/nzaroe.v27.8034","DOIUrl":"https://doi.org/10.26686/nzaroe.v27.8034","url":null,"abstract":"The Education and Training Act 2020 provides an opportunity to transform the Vocational Education and Training (VET) system in Aotearoa New Zealand to ensure participants are successfully prepared for participation in the current and future workforce. The authors of this paper discuss current reforms in the VET system beyond the changing of components and the assignation of requisite tasks. While change to processes and systems can have an impact on VET outcomes, the kind of change that transforms individual lives and life chances depends on the decision-making and approaches made possible only by individuals ‘at the coalface.’ Indeed, changes to training programmes and processes alone cannot give effect to improved outcomes. The authors suggest that it is educators, the often unnamed and invisible workforce that will provide the basis for transformational VET based change. The VET workforce who daily mediate training programmes and curriculum as educators, facilitators, trainers, instructors and teachers are central to the transformation of VET. Indeed, the most challenging and complex of changes within the Review of Vocational Education (RoVE) is one that is not yet accounted for or named – the VET education workforce. The authors call for a recognition of educators in VET and an acknowledgement of the centrality of their work in change. A case for planning and strategy that provides direction for the education and training workforce to build their knowledge and capability for a new VET is presented, without which the opportunity for transformational reform is at risk of being lost to componentry change.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122274432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.26686/nzaroe.v27.8033
Linda Clarke, Tara W. McLaughlin, Karyn Aspden, Tracy Riley, Vicki Gifkins
Teachers’ professional learning and development (PLD) is an essential component in the provision of quality education. Through objective 3.6 in the Early Learning Action Plan 2019-2029 (Ministry of Education, 2019a) the Ministry of Education has signalled a need for a managed, coherent system of PLD to support the professional learning needs of early childhood teachers in Aotearoa New Zealand. Over time, research has sought to enhance understanding of PLD in ways that can contribute to more effective PLD programmes. Yet, gaps remain between PLD research, policy and practice. Synthesising extant research is important to identify existing and cumulative knowledge, and reveal research-to-practice gaps. This article reports the results of a systematic literature review, conducted to identify characteristics of PLD research within Aotearoa New Zealand’s early childhood education sector. Fifty-six research articles and reports were systematically reviewed. Findings identify that the predominantly descriptive body of research is characterised by a convergence of researchers’ and teachers’ roles, largely positive outcomes, and a broad content focus with less attention paid to PLD processes.
{"title":"Characteristics of professional development research in Aotearoa New Zealand's early childhood education sector","authors":"Linda Clarke, Tara W. McLaughlin, Karyn Aspden, Tracy Riley, Vicki Gifkins","doi":"10.26686/nzaroe.v27.8033","DOIUrl":"https://doi.org/10.26686/nzaroe.v27.8033","url":null,"abstract":"Teachers’ professional learning and development (PLD) is an essential component in the provision of quality education. Through objective 3.6 in the Early Learning Action Plan 2019-2029 (Ministry of Education, 2019a) the Ministry of Education has signalled a need for a managed, coherent system of PLD to support the professional learning needs of early childhood teachers in Aotearoa New Zealand. Over time, research has sought to enhance understanding of PLD in ways that can contribute to more effective PLD programmes. Yet, gaps remain between PLD research, policy and practice. Synthesising extant research is important to identify existing and cumulative knowledge, and reveal research-to-practice gaps. This article reports the results of a systematic literature review, conducted to identify characteristics of PLD research within Aotearoa New Zealand’s early childhood education sector. Fifty-six research articles and reports were systematically reviewed. Findings identify that the predominantly descriptive body of research is characterised by a convergence of researchers’ and teachers’ roles, largely positive outcomes, and a broad content focus with less attention paid to PLD processes.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"39 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121691733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.26686/nzaroe.v27.8031
Kabini Sanga, Martyn Reynolds
Aotearoa New Zealand has had a long association with other states in the Pacific, notably with Pacific Island countries generally grouped as Polynesia and Melanesia. Donor-aid and the introduced ideas of consultants have been currencies in many of these well-appreciated relationships. However, more collaborative arrangements have also born significant fruit. These include the collaborative publications of the now dis-established He Pārekereke Institute for Research and Development in Māori and Pacific Education. This article offers a sketch of the potential of He Pārekereke as an example of a small-scale unit associated with a university to influence policy development. What emerges is the significance of such ventures to affect New Zealand Pacific policy in the field of education through privileging the strengths, priorities, understandings and ideas of Pacific Island peoples to balance those introduced to the region.
{"title":"Whose voice is heard?","authors":"Kabini Sanga, Martyn Reynolds","doi":"10.26686/nzaroe.v27.8031","DOIUrl":"https://doi.org/10.26686/nzaroe.v27.8031","url":null,"abstract":"Aotearoa New Zealand has had a long association with other states in the Pacific, notably with Pacific Island countries generally grouped as Polynesia and Melanesia. Donor-aid and the introduced ideas of consultants have been currencies in many of these well-appreciated relationships. However, more collaborative arrangements have also born significant fruit. These include the collaborative publications of the now dis-established He Pārekereke Institute for Research and Development in Māori and Pacific Education. This article offers a sketch of the potential of He Pārekereke as an example of a small-scale unit associated with a university to influence policy development. What emerges is the significance of such ventures to affect New Zealand Pacific policy in the field of education through privileging the strengths, priorities, understandings and ideas of Pacific Island peoples to balance those introduced to the region.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117262118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.26686/nzaroe.v27.8029
C. Neill, R. Bell, M. Belgrave, Peter Meihana, Geoff Watson
Important curriculum development work has progressed since the 2019 announcement that Aotearoa New Zealand histories would become compulsory learning across all schools. Much effort has gone into considering how learning ‘our’ histories can engage, inspire and empower children in schools through years 1 to 10, and recent writing has focused on how to address challenges in building knowledge and capability to meet those aims. However, what will be the effects beyond those years? Will students still be drawn to choose history in their senior school years, or will they be ‘over it’? In a quest to gauge the implications of the new curriculum, our research team surveyed secondary school history students on their motivations and areas of interest in learning history, and their views on Aotearoa New Zealand history becoming compulsory for Years 1-10. Findings from our research confirmed that students’ past engagement with history influenced their ongoing interest, motivation and understanding of the subject. However, the positive learning that had drawn them to history was often about everyone else’s history rather than their own. Students identified international histories – often involving war or conflict – as favourite topics. So, while most supported the implementation of the new curriculum, they equally expressed concern that the local focus should not be at the expense of wider perspectives. They felt history could become repetitive and boring; elements which could put students off engaging with history in future. We conclude by presenting important considerations for ensuring such negative impacts do not occur.
{"title":"What for the future, from learning the past?","authors":"C. Neill, R. Bell, M. Belgrave, Peter Meihana, Geoff Watson","doi":"10.26686/nzaroe.v27.8029","DOIUrl":"https://doi.org/10.26686/nzaroe.v27.8029","url":null,"abstract":"Important curriculum development work has progressed since the 2019 announcement that Aotearoa New Zealand histories would become compulsory learning across all schools. Much effort has gone into considering how learning ‘our’ histories can engage, inspire and empower children in schools through years 1 to 10, and recent writing has focused on how to address challenges in building knowledge and capability to meet those aims. However, what will be the effects beyond those years? Will students still be drawn to choose history in their senior school years, or will they be ‘over it’? In a quest to gauge the implications of the new curriculum, our research team surveyed secondary school history students on their motivations and areas of interest in learning history, and their views on Aotearoa New Zealand history becoming compulsory for Years 1-10. \u0000Findings from our research confirmed that students’ past engagement with history influenced their ongoing interest, motivation and understanding of the subject. However, the positive learning that had drawn them to history was often about everyone else’s history rather than their own. Students identified international histories – often involving war or conflict – as favourite topics. So, while most supported the implementation of the new curriculum, they equally expressed concern that the local focus should not be at the expense of wider perspectives. They felt history could become repetitive and boring; elements which could put students off engaging with history in future. We conclude by presenting important considerations for ensuring such negative impacts do not occur.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125166128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.26686/nzaroe.v25.6962
Elizabeth Eley, M. Berryman
The term paradigm lost (with apologies to Milton) references the lost opportunities arising from a discrepancy in both what the New Zealand education context promises and what is implemented in many schools. Honouring the Treaty of Waitangi inherently promises an education system that draws on the worldviews of both Māori and Pākehā. We argue that the schooling model, adopted in 1877 and substantively unchallenged since, does not reflect the views of the uniqueness of every child as contained in the heritages of both Treaty signatory partners. More concerning is that the accompanying assimilatory practices within schooling have perpetuated their disastrous impact on Māori. This article explores the impacts of the ‘lost paradigm’ on students’ sense of self and therefore on their sense of belonging at school. The potential and hope for paradigm regained is also presented, drawing from the responses of educators who have participated in a professional learning and development course, where participants engage in a process of conscientisation, resistance and transformative praxis, that changes both their personal educational practice and that of their school. Through this course, participants experience what Freire (1996) refers to as ‘radical hope’ – the belief that we can make life better for others and change the paradigms that lead to oppression and despair.
{"title":"Paradigm lost","authors":"Elizabeth Eley, M. Berryman","doi":"10.26686/nzaroe.v25.6962","DOIUrl":"https://doi.org/10.26686/nzaroe.v25.6962","url":null,"abstract":"The term paradigm lost (with apologies to Milton) references the lost opportunities arising from a discrepancy in both what the New Zealand education context promises and what is implemented in many schools. Honouring the Treaty of Waitangi inherently promises an education system that draws on the worldviews of both Māori and Pākehā. We argue that the schooling model, adopted in 1877 and substantively unchallenged since, does not reflect the views of the uniqueness of every child as contained in the heritages of both Treaty signatory partners. More concerning is that the accompanying assimilatory practices within schooling have perpetuated their disastrous impact on Māori. This article explores the impacts of the ‘lost paradigm’ on students’ sense of self and therefore on their sense of belonging at school. The potential and hope for paradigm regained is also presented, drawing from the responses of educators who have participated in a professional learning and development course, where participants engage in a process of conscientisation, resistance and transformative praxis, that changes both their personal educational practice and that of their school. Through this course, participants experience what Freire (1996) refers to as ‘radical hope’ – the belief that we can make life better for others and change the paradigms that lead to oppression and despair.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134004939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-20DOI: 10.26686/nzaroe.v25.6913
Linda Mitchell
This article draws on recent research on the impact of Covid-19 on the early childhood education (ECE) sector in Aotearoa. It discusses the innovative ways that ECE services found to communicate with families and children and maintain an education programme during lockdowns, the essential role they played in childcare for children of essential workers, and the approaches some took to “working in solidarity” with children, families, and community. The article discusses crucial issues that need attention at policy and organisational levels. These include new issues that arose during lockdowns, and enduring issues that have intensified. The consequences of three decades of neoliberalism, privatisation and marketisation are briefly discussed and a reimagined vision is put forward.
{"title":"Early childhood education in Aotearoa in a post-Covid world","authors":"Linda Mitchell","doi":"10.26686/nzaroe.v25.6913","DOIUrl":"https://doi.org/10.26686/nzaroe.v25.6913","url":null,"abstract":"This article draws on recent research on the impact of Covid-19 on the early childhood education (ECE) sector in Aotearoa. It discusses the innovative ways that ECE services found to communicate with families and children and maintain an education programme during lockdowns, the essential role they played in childcare for children of essential workers, and the approaches some took to “working in solidarity” with children, families, and community. The article discusses crucial issues that need attention at policy and organisational levels. These include new issues that arose during lockdowns, and enduring issues that have intensified. The consequences of three decades of neoliberalism, privatisation and marketisation are briefly discussed and a reimagined vision is put forward.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132481855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-20DOI: 10.26686/nzaroe.v25.7140
Sue Cherrington, J. Higgins, Grant Zouch
{"title":"Editorial to NZARoE 2020 main issue","authors":"Sue Cherrington, J. Higgins, Grant Zouch","doi":"10.26686/nzaroe.v25.7140","DOIUrl":"https://doi.org/10.26686/nzaroe.v25.7140","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122799308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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