Pub Date : 2020-02-27DOI: 10.26686/nzaroe.v24i0.6329
P. Sanders, Andre Boyte
Students who are underachieving in secondary school are likely to hold maladaptive motivation orientations that, unless changed, will have a negative impact on their future achievement. In this study 57 students from two schools with large Pasifika populations were offered supplementary teaching and learning opportunities via two different study skills programmes to improve their motivation and achievement. Participants (including 28 Pasifika students) were randomly assigned to either a traditional study skills (TS) or a motivation-enhanced study skills (MS) programme. NCEA results showed that students in the MS intervention attained more credits and showed significantly greater reduction in the negative motivation orientation uncertain control, compared to students in the TS skills programme. Students also reported that their relationships with their teachers and how their teachers communicated with them about learning was important to their motivation and achievement. Based on these findings, recommendations are made for teacher use of internally assessed NCEA standards as the context for interventions designed to enhance student motivation and achievement, in light of proposed changes to NCEA.
{"title":"How can I get that good grade again? Improving Pasifika student achievement in NCEA with a motivation intervention","authors":"P. Sanders, Andre Boyte","doi":"10.26686/nzaroe.v24i0.6329","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6329","url":null,"abstract":"Students who are underachieving in secondary school are likely to hold maladaptive motivation orientations that, unless changed, will have a negative impact on their future achievement. In this study 57 students from two schools with large Pasifika populations were offered supplementary teaching and learning opportunities via two different study skills programmes to improve their motivation and achievement. Participants (including 28 Pasifika students) were randomly assigned to either a traditional study skills (TS) or a motivation-enhanced study skills (MS) programme. NCEA results showed that students in the MS intervention attained more credits and showed significantly greater reduction in the negative motivation orientation uncertain control, compared to students in the TS skills programme. Students also reported that their relationships with their teachers and how their teachers communicated with them about learning was important to their motivation and achievement. Based on these findings, recommendations are made for teacher use of internally assessed NCEA standards as the context for interventions designed to enhance student motivation and achievement, in light of proposed changes to NCEA.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"9 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113933608","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 : 2020-02-25DOI: 10.26686/nzaroe.v24i0.6322
A. Gunn, Helen Trevethan
This paper reports findings from an interpretive policy and discourse analysis of documents informing contemporary initial teacher education (ITE) policy development in Aotearoa New Zealand. The study first asks: what is the problem of teacher education as constituted in policy and associated documents in the period 2010-2018? We then compare the problems, suggested solutions, and recent evidence about the work of teacher education in New Zealand, to discuss the policy discourse, and theorise about the potential utility of solutions to address the problems raised. Our comparative analysis of the problems of ITE and proposed policy solutions with research evidence of teacher education work underscores the imperative of engagement with local and relevant evidence-based knowledge as a basis for informed policy decision making.
{"title":"Constructing the problem of initial teacher education in Aotearoa New Zealand: policy formation and risk, 2010-2018","authors":"A. Gunn, Helen Trevethan","doi":"10.26686/nzaroe.v24i0.6322","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6322","url":null,"abstract":"This paper reports findings from an interpretive policy and discourse analysis of documents informing contemporary initial teacher education (ITE) policy development in Aotearoa New Zealand. The study first asks: what is the problem of teacher education as constituted in policy and associated documents in the period 2010-2018? We then compare the problems, suggested solutions, and recent evidence about the work of teacher education in New Zealand, to discuss the policy discourse, and theorise about the potential utility of solutions to address the problems raised. Our comparative analysis of the problems of ITE and proposed policy solutions with research evidence of teacher education work underscores the imperative of engagement with local and relevant evidence-based knowledge as a basis for informed policy decision making.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"67 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127583907","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 : 2018-12-30DOI: 10.26686/NZAROE.V23I0.5277
Pii-Tuulia Nikula, K. Matthews
The new Labour led government implemented a zero-fee tertiary policy as part of its first 100-day plan to improve tertiary level participation in New Zealand and to reduce financial barriers. With the first cohort of eligible students enrolling in 2018, the benefits and limitations of this scheme have yet to be determined. This paper discusses the key details and the underpinning rationale of the zero-fee initiative and considers the possible impacts on participation rates, including participation for groups such as those from low socio-economic backgrounds and Māori/Pasifika students. It is argued that the fees-free policy has the potential to enhance tertiary education participation in New Zealand. Yet, as a standalone policy it will not address all the existing barriers, especially for students from lower socio-economic backgrounds. Finally, key areas for further research are proposed to address gaps in the existing knowledge base and to indicate early trends between the new policy and changes in tertiary level participation.
{"title":"Zero-fee policy: Making tertiary education and training accessible and affordable for all?","authors":"Pii-Tuulia Nikula, K. Matthews","doi":"10.26686/NZAROE.V23I0.5277","DOIUrl":"https://doi.org/10.26686/NZAROE.V23I0.5277","url":null,"abstract":" \u0000The new Labour led government implemented a zero-fee tertiary policy as part of its first 100-day plan to improve tertiary level participation in New Zealand and to reduce financial barriers. With the first cohort of eligible students enrolling in 2018, the benefits and limitations of this scheme have yet to be determined. This paper discusses the key details and the underpinning rationale of the zero-fee initiative and considers the possible impacts on participation rates, including participation for groups such as those from low socio-economic backgrounds and Māori/Pasifika students. It is argued that the fees-free policy has the potential to enhance tertiary education participation in New Zealand. Yet, as a standalone policy it will not address all the existing barriers, especially for students from lower socio-economic backgrounds. Finally, key areas for further research are proposed to address gaps in the existing knowledge base and to indicate early trends between the new policy and changes in tertiary level participation.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115662718","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 : 2018-12-30DOI: 10.26686/NZAROE.V23I0.5280
K. Hirschman, B. Wood
The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of digitally-agile and self-driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs on-going critique if we want critical, informed citizens in our democracy.
{"title":"21st Century Learners: Changing Conceptions of Knowledge, Learning and the Child","authors":"K. Hirschman, B. Wood","doi":"10.26686/NZAROE.V23I0.5280","DOIUrl":"https://doi.org/10.26686/NZAROE.V23I0.5280","url":null,"abstract":" \u0000The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of digitally-agile and self-driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs on-going critique if we want critical, informed citizens in our democracy.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"os-22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127765691","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 : 2018-12-30DOI: 10.26686/nzaroe.v23.5319
C. McLachlan, Sue Cherrington, Karyn Aspden, Tara W. McLaughlin
This review examines major changes in the early childhood sector during the National-led government from 2008 to 2017, with discussion of the possible future under the new Labour-led government. The changing pattern of provision and access to quality early childhood services for families is critiqued, along with changes in funding models, qualifications, and professional development. The revision of Te Whāriki is examined, together with tensions between the revised curriculum and the early childhood centre regulations. Specific issues such as regulatory changes around group size and licences and choices for families are explored. This review concludes with an examination of the potential of the new strategic plan, highlighting the tensions within the terms of reference and consideration of directions for research that may help inform the vision for policy and practice laid out in the strategic plan.
{"title":"Defining quality in a divided sector: A review of policy and practice in early childhood settings in New Zealand from 2008 to 2018","authors":"C. McLachlan, Sue Cherrington, Karyn Aspden, Tara W. McLaughlin","doi":"10.26686/nzaroe.v23.5319","DOIUrl":"https://doi.org/10.26686/nzaroe.v23.5319","url":null,"abstract":" This review examines major changes in the early childhood sector during the National-led government from 2008 to 2017, with discussion of the possible future under the new Labour-led government. The changing pattern of provision and access to quality early childhood services for families is critiqued, along with changes in funding models, qualifications, and professional development. The revision of Te Whāriki is examined, together with tensions between the revised curriculum and the early childhood centre regulations. Specific issues such as regulatory changes around group size and licences and choices for families are explored. This review concludes with an examination of the potential of the new strategic plan, highlighting the tensions within the terms of reference and consideration of directions for research that may help inform the vision for policy and practice laid out in the strategic plan.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133332576","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 : 2018-12-30DOI: 10.26686/nzaroe.v23i0.5285
S. Stover
The question of ‘how hard should you try?’ to control accidents introduces a quixotic question which is grappled with daily by early childhood teachers. In the context of contemporary early childhood settings in Aotearoa New Zealand, young children are expected to be kept ‘safe’ and yet also to take risks through active play. When considered historically, ‘safety’ becomes evident as a socially constructed concept that holds paradoxes and ethical dilemmas. Both ‘play’ and ‘safety’ are difficult to closely define and their meanings shift with context. Drawing on oral history interviews with historic leaders of the early childhood sector in Aotearoa New Zealand, this paper explores how, with the presence of very young children increasingly in institutional settings, ideas about ‘safety’ have shifted. This is evident in how those settings are regulated, and in what is understood as ‘normal’ activities for children, and for adults – parents and teachers. Three overlapping discourses of ‘safety’ are suggested which reflect the sociocultural context, the professional status of early childhood teachers, and existential concerns.
{"title":"‘You can’t totally avoid accidents. So how hard should you try?’","authors":"S. Stover","doi":"10.26686/nzaroe.v23i0.5285","DOIUrl":"https://doi.org/10.26686/nzaroe.v23i0.5285","url":null,"abstract":" \u0000The question of ‘how hard should you try?’ to control accidents introduces a quixotic question which is grappled with daily by early childhood teachers. In the context of contemporary early childhood settings in Aotearoa New Zealand, young children are expected to be kept ‘safe’ and yet also to take risks through active play. When considered historically, ‘safety’ becomes evident as a socially constructed concept that holds paradoxes and ethical dilemmas. Both ‘play’ and ‘safety’ are difficult to closely define and their meanings shift with context. Drawing on oral history interviews with historic leaders of the early childhood sector in Aotearoa New Zealand, this paper explores how, with the presence of very young children increasingly in institutional settings, ideas about ‘safety’ have shifted. This is evident in how those settings are regulated, and in what is understood as ‘normal’ activities for children, and for adults – parents and teachers. Three overlapping discourses of ‘safety’ are suggested which reflect the sociocultural context, the professional status of early childhood teachers, and existential concerns.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125487456","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 : 2018-12-30DOI: 10.26686/nzaroe.v23i0.5283
Michael Drake
The use of meaningful contexts has been a given in New Zealand’s mathematics curricula for the last 25 years. They hold a privileged position, but there has been little examination of why they are given this position either nationally or internationally, even though there is solid evidence that the use of contexts and word problems in mathematics is not without implications for equitable access to mathematics, student learning, and assessment of learning. So what are the affordances and constraints of taking the meaningful context approach to mathematics? What has been the impact of taking this approach on student achievement and learning? These are important questions given The New Zealand Curriculum is ten years old and a curriculum review is looming. These questions are being raised to start an essential debate for mathematics education in New Zealand, one that needs to take place prior to any curriculum review so an informed decision on the place and nature of meaningful contexts in future mathematics curricula can be made.
{"title":"In a range of meaningful contexts: 25 years of struggle for meaning in mathematics teaching","authors":"Michael Drake","doi":"10.26686/nzaroe.v23i0.5283","DOIUrl":"https://doi.org/10.26686/nzaroe.v23i0.5283","url":null,"abstract":" \u0000The use of meaningful contexts has been a given in New Zealand’s mathematics curricula for the last 25 years. They hold a privileged position, but there has been little examination of why they are given this position either nationally or internationally, even though there is solid evidence that the use of contexts and word problems in mathematics is not without implications for equitable access to mathematics, student learning, and assessment of learning. So what are the affordances and constraints of taking the meaningful context approach to mathematics? What has been the impact of taking this approach on student achievement and learning? These are important questions given The New Zealand Curriculum is ten years old and a curriculum review is looming. These questions are being raised to start an essential debate for mathematics education in New Zealand, one that needs to take place prior to any curriculum review so an informed decision on the place and nature of meaningful contexts in future mathematics curricula can be made.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125154325","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 : 2018-12-30DOI: 10.26686/nzaroe.v23i0.5286
S. Manning
Playcentre is a parent cooperative early childhood service where parents are trained and supported as the educators in the service. Once considered a ‘mainstream’ service, policy has increasingly marginalised Playcentres in favour of supporting teacher-led services. This article gives a background of parent cooperative services, and then reviews policies of the fifth National government from 2008, with an emphasis on how these policies have accommodated or excluded Playcentre. This review is presented as an argument for maintaining diversity in the early childhood education and care sector by developing policy which accommodates parent cooperative services.
{"title":"Struggling to maintain diversity: The marginalisation of Playcentre in government early childhood education and care policy","authors":"S. Manning","doi":"10.26686/nzaroe.v23i0.5286","DOIUrl":"https://doi.org/10.26686/nzaroe.v23i0.5286","url":null,"abstract":" Playcentre is a parent cooperative early childhood service where parents are trained and supported as the educators in the service. Once considered a ‘mainstream’ service, policy has increasingly marginalised Playcentres in favour of supporting teacher-led services. This article gives a background of parent cooperative services, and then reviews policies of the fifth National government from 2008, with an emphasis on how these policies have accommodated or excluded Playcentre. This review is presented as an argument for maintaining diversity in the early childhood education and care sector by developing policy which accommodates parent cooperative services.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123928301","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 : 2018-12-30DOI: 10.26686/NZAROE.V23I0.5284
Rachel Denee
Pedagogical improvement in early childhood education (ECE) is critically impacted by leadership and professional learning. Despite this importance, government funding for ECE professional learning has been significantly reduced over the past decade. Meanwhile, a growing body of research is suggesting that teacher professional learning is most effective when contextualised and sustained over time. In ECE, positional leaders have responsibility for ensuring ongoing teacher professional learning and the development of the programme while developing a culture of distributed leadership. This interpretive mixed-methods study examined the practices and perceptions of ECE teachers and leaders about leadership and professional learning. Surveys and interviews were designed to reveal the relationship between distributed leadership and professional learning in ECE settings and sought to discover practices of effective positional leaders in facilitating both. From the results of this study, it emerged that distributed leadership and professional learning are symbiotic and that ECE positional leaders need to develop certain leadership practices within their services in order to successfully foster both.
{"title":"Professional Learning and Distributed Leadership: A Symbiotic Relationship","authors":"Rachel Denee","doi":"10.26686/NZAROE.V23I0.5284","DOIUrl":"https://doi.org/10.26686/NZAROE.V23I0.5284","url":null,"abstract":" \u0000Pedagogical improvement in early childhood education (ECE) is critically impacted by leadership and professional learning. Despite this importance, government funding for ECE professional learning has been significantly reduced over the past decade. Meanwhile, a growing body of research is suggesting that teacher professional learning is most effective when contextualised and sustained over time. In ECE, positional leaders have responsibility for ensuring ongoing teacher professional learning and the development of the programme while developing a culture of distributed leadership. This interpretive mixed-methods study examined the practices and perceptions of ECE teachers and leaders about leadership and professional learning. Surveys and interviews were designed to reveal the relationship between distributed leadership and professional learning in ECE settings and sought to discover practices of effective positional leaders in facilitating both. From the results of this study, it emerged that distributed leadership and professional learning are symbiotic and that ECE positional leaders need to develop certain leadership practices within their services in order to successfully foster both.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134148946","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 : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4146
G. Hubbard
{"title":"Text choice for the English (language arts) classroom in New Zealand: Balancing needs and environment in the face of a potential move to increased accountability at Years 9 and 10","authors":"G. Hubbard","doi":"10.26686/NZAROE.V22I0.4146","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4146","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114936734","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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