Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I17.1529
M. Woodhams
In 2007 the Labour-led coalition government introduced a provision of 20 hours free early childhood education in teacher-led services for all three- and four-year old children. This policy was linked to the goal of increasing participation in the government's strategic plan for early childhood education, by removing cost as a barrier to children's participation in approved services. This article begins by outlining the context in which this policy was developed. As a Third Way administration, the Labour-led coalition government has particular beliefs and goals for the country, but also operates in an environment where compromises on policy are necessary. The language of the policy is then examined to highlight the discourses which it privileges. Where certain practices or behaviours are promoted by those in power as normal or “common sense” they obscure alternative choices and are a means of managing public behaviour. While the policy development process involves multiple contributors, the government, by its position, has a unique ability to affect which discourses are privileged. Finally, the policy itself is critically examined from a theoretical perspective. The article concludes by suggesting that the policy, while positioned by the Minister as an education policy, is as much about conditioning parents to place their young children in out-of-home care so that they themselves can participate in the workforce.
{"title":"Looking a Gift Horse in the Mouth: Examining Labour's \"20 Hours Free\" Early Childhood Education Policy","authors":"M. Woodhams","doi":"10.26686/NZAROE.V0I17.1529","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I17.1529","url":null,"abstract":"In 2007 the Labour-led coalition government introduced a provision of 20 hours free early childhood education in teacher-led services for all three- and four-year old children. This policy was linked to the goal of increasing participation in the government's strategic plan for early childhood education, by removing cost as a barrier to children's participation in approved services. This article begins by outlining the context in which this policy was developed. As a Third Way administration, the Labour-led coalition government has particular beliefs and goals for the country, but also operates in an environment where compromises on policy are necessary. The language of the policy is then examined to highlight the discourses which it privileges. Where certain practices or behaviours are promoted by those in power as normal or “common sense” they obscure alternative choices and are a means of managing public behaviour. While the policy development process involves multiple contributors, the government, by its position, has a unique ability to affect which discourses are privileged. Finally, the policy itself is critically examined from a theoretical perspective. The article concludes by suggesting that the policy, while positioned by the Minister as an education policy, is as much about conditioning parents to place their young children in out-of-home care so that they themselves can participate in the workforce.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115112529","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I16.1512
L. Claiborne, Alexandra C. G. Smith
In this article we review recent innovations in policies and practice for inclusion of tertiary education students with impairments. During 2006 New Zealand’s first code of practice, Kia Ōrite (Achieve, 2004) was widely available, though it was just beginning to affect practice. This review centres the arrival of the Code in the context of tertiary education access and greater focus in government policy, particularly from the Ministry of Education and the Office of Disability Issues. Discussion of policy and practice in Aotearoa New Zealand is set within wider international policy and research issues. We conclude with a brief discussion of likely future directions.
{"title":"Tertiary Education for Students with Impairments: A Code of Practice at the Beginning of the Journey","authors":"L. Claiborne, Alexandra C. G. Smith","doi":"10.26686/NZAROE.V0I16.1512","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I16.1512","url":null,"abstract":"In this article we review recent innovations in policies and practice for inclusion of tertiary education students with impairments. During 2006 New Zealand’s first code of practice, Kia Ōrite (Achieve, 2004) was widely available, though it was just beginning to affect practice. This review centres the arrival of the Code in the context of tertiary education access and greater focus in government policy, particularly from the Ministry of Education and the Office of Disability Issues. Discussion of policy and practice in Aotearoa New Zealand is set within wider international policy and research issues. We conclude with a brief discussion of likely future directions.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124656369","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I19.1557
S. T. One, Carmen Dalli
Under the current National-led government the combined effects of a new political agenda and a world-wide recession have resulted in a discernible shift in policy priorities. Using a children’s rights-based lens, this paper considers changes in early childhood policy during 2009 and argues that these shifts impact the integrity of the 10-year early childhood Strategic Plan introduced in 2002. They also put in question whether children’s rights to high-quality early childhood education policy are really taken seriously within the policy arena. The issue of government’s role in providing high quality early childhood services is highlighted as one that derives from children’s citizenship rights. The paper concludes that a new critical ecology of the early childhood sector is emerging which uses a children’s rights perspective to evaluate current policy and envision possible futures.
{"title":"The status of children's rights in early childhood education policy 2009","authors":"S. T. One, Carmen Dalli","doi":"10.26686/NZAROE.V0I19.1557","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I19.1557","url":null,"abstract":"Under the current National-led government the combined effects of a new political agenda and a world-wide recession have resulted in a discernible shift in policy priorities. Using a children’s rights-based lens, this paper considers changes in early childhood policy during 2009 and argues that these shifts impact the integrity of the 10-year early childhood Strategic Plan introduced in 2002. They also put in question whether children’s rights to high-quality early childhood education policy are really taken seriously within the policy arena.\u0000The issue of government’s role in providing high quality early childhood services is highlighted as one that derives from children’s citizenship rights. The paper concludes that a new critical ecology of the early childhood sector is emerging which uses a children’s rights perspective to evaluate current policy and envision possible futures.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121742304","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I15.1506
Rowena Taylor
After a chequered history, social studies is now developing a higher profile and greater credibility in secondary schools, the defining factor being its inclusion for national qualifications since 2002. This article links the progress of social studies in New Zealand secondary schools to the three stage subject development model postulated by Layton in England. It is argued that Layton’s descriptors of a mature subject have mostly been achieved, despite predictions to the contrary by Openshaw and Archer (1992) and Barr (2000). However, there is still much work to be done to sustain and enhance the status and credibility of the subject.
{"title":"Credible Subject Or Callow Intruder? Social Studies in the Secondary School","authors":"Rowena Taylor","doi":"10.26686/NZAROE.V0I15.1506","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I15.1506","url":null,"abstract":"After a chequered history, social studies is now developing a higher profile and greater credibility in secondary schools, the defining factor being its inclusion for national qualifications since 2002. This article links the progress of social studies in New Zealand secondary schools to the three stage subject development model postulated by Layton in England. It is argued that Layton’s descriptors of a mature subject have mostly been achieved, despite predictions to the contrary by Openshaw and Archer (1992) and Barr (2000). However, there is still much work to be done to sustain and enhance the status and credibility of the subject.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131954503","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I15.1502
Karen Dobric
This article summarises a doctoral research project based on a theory of discourses used to throw light on a complex period of New Zealand educational history (1996-2000) when the adoption of policy for the National Certificate in Educational Achievement (NCEA) was undergoing vigorous discussion. Many layers of debate accumulated from the interaction of various sector groups, government agencies and policy actors, often invoking a very vocal media response. The approach taken was to analyse interviews with key policy actors by applying a theory of qualifications and assessment discourses to identify the ideological underpinnings of the debates over the introduction of a standards-based assessment system.
{"title":"Drawing on Discourses: Policy Actors in the Debates over the National Certificate of Educational Achievement 1996-2000","authors":"Karen Dobric","doi":"10.26686/NZAROE.V0I15.1502","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I15.1502","url":null,"abstract":"This article summarises a doctoral research project based on a theory of discourses used to throw light on a complex period of New Zealand educational history (1996-2000) when the adoption of policy for the National Certificate in Educational Achievement (NCEA) was undergoing vigorous discussion. Many layers of debate accumulated from the interaction of various sector groups, government agencies and policy actors, often invoking a very vocal media response. The approach taken was to analyse interviews with key policy actors by applying a theory of qualifications and assessment discourses to identify the ideological underpinnings of the debates over the introduction of a standards-based assessment system.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130830177","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I17.1519
I. Livingstone
{"title":"Editorial: Footprints and Shadows","authors":"I. Livingstone","doi":"10.26686/NZAROE.V0I17.1519","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I17.1519","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124224153","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I14.1491
Jo-Anne Clark
The year 2004 was a watershed one for teacher education. The first results from the Performance Based Research Fund (PBRF) were announced, a Tertiary Education Commission report suggested that there should be clearer differences between the various tertiary education institutions, and two universities/ colleges of education have merged, with the remaining two pairs in negotiation. These events have brought particularly strong new pressures to bear upon teacher education. Research has assumed greater importance, both as a means to increased productivity and in its role as an underpinning to good teaching. That teaching be research-directed is both a legislative requirement and a philosophical imperative. One of the most elegant justifications is to be found in the Canterbury Declaration of 1945 where the hand of Karl Popper is clearly evident. In this article the legacy of his views for teacher education are explored in relation to PBRF and the institutional mergers.
{"title":"Teaching and Research: The Canterbury Declaration and Popper's Legacy for Teacher Educators","authors":"Jo-Anne Clark","doi":"10.26686/NZAROE.V0I14.1491","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I14.1491","url":null,"abstract":"The year 2004 was a watershed one for teacher education. The first results from the Performance Based Research Fund (PBRF) were announced, a Tertiary Education Commission report suggested that there should be clearer differences between the various tertiary education institutions, and two universities/ colleges of education have merged, with the remaining two pairs in negotiation. These events have brought particularly strong new pressures to bear upon teacher education. Research has assumed greater importance, both as a means to increased productivity and in its role as an underpinning to good teaching. That teaching be research-directed is both a legislative requirement and a philosophical imperative. One of the most elegant justifications is to be found in the Canterbury Declaration of 1945 where the hand of Karl Popper is clearly evident. In this article the legacy of his views for teacher education are explored in relation to PBRF and the institutional mergers.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124225034","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I14.1493
J. Duncan, Chris Bowden, Anne B. Smith
This article examines some of our current understanding about parent support and parent education approaches. We suggest that early childhood centres in New Zealand currently undertake valuable and worthwhile parent support through their present programmes and curricula, and argue that they should be enabled to continue the key role they already play in New Zealand for family support. This review is part of a wider study undertaken for the Ministry of Social Development on early childhood centres and family resiliency.
{"title":"Reviewing and Rethinking Parent Support and Parent Education Opportunities in New Zealand","authors":"J. Duncan, Chris Bowden, Anne B. Smith","doi":"10.26686/NZAROE.V0I14.1493","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I14.1493","url":null,"abstract":"This article examines some of our current understanding about parent support and parent education approaches. We suggest that early childhood centres in New Zealand currently undertake valuable and worthwhile parent support through their present programmes and curricula, and argue that they should be enabled to continue the key role they already play in New Zealand for family support. This review is part of a wider study undertaken for the Ministry of Social Development on early childhood centres and family resiliency.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121911696","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I14.1488
R. Strathdee, T. Boustead
The New Zealand Curriculum, Evaluation and Management (CEM) Centre is an educational research unit based at the University of Canterbury. It is taxed with supplying statistical measurement and analysis services for schools on the progress of their students. In particular, it provides data on the value added progress of participating schools. This article aims to situate the work of the CEM Centre in contemporary educational debates, and to inform the wider educational community about the CEM Centre’s work.
新西兰课程、评价和管理中心（CEM）是坎特伯雷大学的一个教育研究机构。该中心的职责是为学校提供有关学生进步情况的统计测量和分析服务。特别是，该中心提供参与学校的增值进展数据。本文旨在将 CEM 中心的工作置于当代教育辩论中，并向更广泛的教育界介绍 CEM 中心的工作。
{"title":"Measuring “Value Added” in New Zealand Schools","authors":"R. Strathdee, T. Boustead","doi":"10.26686/NZAROE.V0I14.1488","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I14.1488","url":null,"abstract":"The New Zealand Curriculum, Evaluation and Management (CEM) Centre is an educational research unit based at the University of Canterbury. It is taxed with supplying statistical measurement and analysis services for schools on the progress of their students. In particular, it provides data on the value added progress of participating schools. This article aims to situate the work of the CEM Centre in contemporary educational debates, and to inform the wider educational community about the CEM Centre’s work.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"14 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130749221","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 : 2013-02-11DOI: 10.26686/NZAROE.V0I17.1526
John Dickie
Ministry of Education guidelines for primary teachers increasingly emphasise literacy as social practice, and with growing diversity in schools, the Ministry advocates that teachers may help reduce disparity in achievement by making connections between students’ out-of-school and school literacies. However it may be difficult for teachers to address this due to the Ministry’s expectation of more detailed literacy skills to be acquired by specific levels of schooling, and the expectation of more detailed assessment. This article offers examples of out-of-school literacies from a doctoral study which investigated literacy as social practice in family, church and neighbourhood sites as described by Year 7 and 8 Pasifika students. It raises the question as to whether existing assessment approaches and teacher knowledge are sufficiently broad to encompass literacy as social practice, considering the diverse literacy experiences students bring with them to school.
{"title":"Pasifika Students, Literacy As Social Practice, and the Curriculum","authors":"John Dickie","doi":"10.26686/NZAROE.V0I17.1526","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I17.1526","url":null,"abstract":"Ministry of Education guidelines for primary teachers increasingly emphasise literacy as social practice, and with growing diversity in schools, the Ministry advocates that teachers may help reduce disparity in achievement by making connections between students’ out-of-school and school literacies. However it may be difficult for teachers to address this due to the Ministry’s expectation of more detailed literacy skills to be acquired by specific levels of schooling, and the expectation of more detailed assessment. This article offers examples of out-of-school literacies from a doctoral study which investigated literacy as social practice in family, church and neighbourhood sites as described by Year 7 and 8 Pasifika students. It raises the question as to whether existing assessment approaches and teacher knowledge are sufficiently broad to encompass literacy as social practice, considering the diverse literacy experiences students bring with them to school.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131588345","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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