NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献

The implementation of relationships and sexuality education as part of Health and Physical Education in The New Zealand Curriculum (Ministry of Education, Ministry of Education. (2007). The New Zealand Curriculum. Learning Media Limited.) involves a range of people sharing their perspectives in order to shape the subject on paper and in practice. This paper presents the findings of a qualitative collective case study in three primary schools in Aotearoa. Experimenting with Appreciative Inquiry, we found that connections and conversations between a wide variety of people and organisations have a critical role to play in relation to planning and teaching relationships and sexuality education in schools: (i) Schools and teachers working in partnership with colleagues within and across schools, (ii) connections with whānau and relationships with learners, and (iii) access to wider supports and services. Our findings suggest that having conversations and establishing and maintaining productive partnerships between a variety of people are critical if relationships and sexuality education is to live up to its potential and meet learners' needs.

The COVID-19 pandemic sent New Zealand universities into crisis, and as a key crisis response measure, classes were mostly moved online. While navigating national public health settings, educators simultaneously had to innovate quickly: to keep our courses in operation, students learning, and quality pedagogy present. The author has been navigating a faculty-wide 'dual-mode' teaching policy at their home institution, to teach the Māori language. Dual-mode refers to teaching both in-person and online. Although dual-mode teaching has brought a significant amount of learning flexibility and innovation to the classroom, it also has disadvantages. This article attempts to document some of the positive and negative characteristics noted over two years of dual-mode teaching, from the position of intermediate Māori language classes. It concludes that although this kind of teaching is flexible and equitable, it is not of high quality, and contributes to poor proficiency outcomes for students. Teaching in this way could, however, be of a much higher quality, with support, resourcing and time. As we look to keep these more accessible teaching methods in the future, those additional aspects will be critical in designing classes that are not only equitable, dynamic, and in line with contemporary technological learning styles, but also of a standard that maintains quality language proficiency-building within our learners.

This article analyses data from a study that explored distance learning teaching and nursery school children's experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis.

Parental engagement is a common theme of education policy in most countries. In Aotearoa New Zealand, policies frame parental engagement in broad terms giving schools flexibility in enacting them. However, the generality assumes the complex and differentiated activities associated with parental engagement are well understood, leaving schools with little guidance for this work. This article examines the enactment of parental engagement in one New Zealand primary school to understand these activities better and provide a basis for improved policy. It partly draws on Ball et al. (Routledge 10.4324/9780203153185, 2012) policy enactment framework identifying several enactment roles associated with parental engagement, particularly in-school 'narrators' who are pivotal actors in articulating a rationale for engagement. Key findings were that teachers interpreted parental engagement differently, leading to differentiated practice, and parents are identified as important policy actors. The article concludes that there is a strong case for greater clarity in policy on parental engagement.