Pub Date : 2023-07-25DOI: 10.1007/s40841-023-00296-1
S. McNaughton, R. Jesson
{"title":"How a Digital Intervention in Schools Contributed to Students’ Social and Emotional Skills, and Impacted Writing","authors":"S. McNaughton, R. Jesson","doi":"10.1007/s40841-023-00296-1","DOIUrl":"https://doi.org/10.1007/s40841-023-00296-1","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46663759","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 : 2023-07-05DOI: 10.1007/s40841-023-00295-2
Michalis Constantinides, Sofia Eleftheriadou
{"title":"The Role of Leadership in Communities of Learning | Kāhui Ako: A Systematic Literature Review","authors":"Michalis Constantinides, Sofia Eleftheriadou","doi":"10.1007/s40841-023-00295-2","DOIUrl":"https://doi.org/10.1007/s40841-023-00295-2","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42433328","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 : 2023-07-04DOI: 10.1007/s40841-023-00294-3
N. Williams, J. Fletcher, Ting Ma
{"title":"Advice from Māori Experts for Bicultural Early Childhood Education in Aotearoa New Zealand","authors":"N. Williams, J. Fletcher, Ting Ma","doi":"10.1007/s40841-023-00294-3","DOIUrl":"https://doi.org/10.1007/s40841-023-00294-3","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45590166","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 : 2023-06-23DOI: 10.1007/s40841-023-00293-4
Ernst Peter Frey
{"title":"Understanding the Individual Practice Experiences of String Players in the Taranaki Symphony Orchestra: An Interpretive Phenomenological Study","authors":"Ernst Peter Frey","doi":"10.1007/s40841-023-00293-4","DOIUrl":"https://doi.org/10.1007/s40841-023-00293-4","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48816088","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 : 2023-05-31DOI: 10.1007/s40841-023-00289-0
Christopher Burns
{"title":"State Education and Historical Reappraisal: Changes to the Draft Version of the Aotearoa New Zealand’s Histories Curriculum Content","authors":"Christopher Burns","doi":"10.1007/s40841-023-00289-0","DOIUrl":"https://doi.org/10.1007/s40841-023-00289-0","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48355773","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 : 2023-05-22DOI: 10.1007/s40841-023-00288-1
A. Wells
{"title":"Review of Teaching for Complex Systems Thinking. By Rosemary Hipkins (2021)","authors":"A. Wells","doi":"10.1007/s40841-023-00288-1","DOIUrl":"https://doi.org/10.1007/s40841-023-00288-1","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47206426","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 : 2023-05-19DOI: 10.1007/s40841-023-00291-6
Donna O'Donnell, Mark Orams, Heike Schänzel
This paper addresses the dearth of research into the roles high school teachers play in organising and leading international study tours offered by high schools in New Zealand (prior to the COVID-19 pandemic). The aim of this paper is to provide insights into the motivations and experiences of teachers involved in these tours. A grounded theory approach was used, and qualitative data were collected via face-to-face interviews with eight teachers forming the basis of the development of a theory which proposes that both navigating and negotiating learning experiences are key aspects of the teacher's role. Data revealed that the expectations and challenges placed upon the teachers had implications for their personal and professional lives. The tension between teachers' perceived obligations for the safety of the students and the adolescent's desire for freedom to explore whilst travelling proved difficult to resolve and teachers questioned the sacrifices they personally needed to make.
{"title":"Above and Beyond: A Grounded Theory of Aotearoa/New Zealand High School Teachers' Perspectives on International Study Tours.","authors":"Donna O'Donnell, Mark Orams, Heike Schänzel","doi":"10.1007/s40841-023-00291-6","DOIUrl":"10.1007/s40841-023-00291-6","url":null,"abstract":"<p><p>This paper addresses the dearth of research into the roles high school teachers play in organising and leading international study tours offered by high schools in New Zealand (prior to the COVID-19 pandemic). The aim of this paper is to provide insights into the motivations and experiences of teachers involved in these tours. A grounded theory approach was used, and qualitative data were collected via face-to-face interviews with eight teachers forming the basis of the development of a theory which proposes that both navigating and negotiating learning experiences are key aspects of the teacher's role. Data revealed that the expectations and challenges placed upon the teachers had implications for their personal and professional lives. The tension between teachers' perceived obligations for the safety of the students and the adolescent's desire for freedom to explore whilst travelling proved difficult to resolve and teachers questioned the sacrifices they personally needed to make.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"1 1","pages":"1-20"},"PeriodicalIF":0.9,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10196302/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-13DOI: 10.1007/s40841-023-00287-2
Joyce Hwee Ling Koh, Ben Kei Daniel, Angela C Greenman
Online learning dexterity, or the ability to effortlessly adapt to online learning situations, has become critical since the COVID-19 pandemic, but its processes are not well-understood. Using grounded theory, this study develops a paradigm model of online learning dexterity from semi-structured interviews with 32 undergraduate and postgraduate students from a university in New Zealand. Through students' online learning experiences during the pandemic from 2020 to 2021, online learning dexterity is found to be how students make online learning 'just as good' as face-to-face learning by creating and adjusting five learning manoeuvres according to developing online learning circumstances. Undergraduates and postgraduates re-use familiar study strategies as deep learning manoeuvres, but undergraduates restrict support-seeking manoeuvres to lecturers. Technical problems with online systems and poor course organisation by lecturers affected learning productivity, resulting in the need for more time optimisation manoeuvres. Social support helped students activate persistence manoeuvres to sustain online class attendance. However, undergraduates had more problems sustaining interest and engagement during class as they were not as proficient with using learning presence manoeuvres as postgraduates enrolled in distance learning programmes. The theoretical and practical significance of online learning dexterity for post-pandemic higher education is discussed.
{"title":"Adaptiveness for Online Learning: Conceptualising 'Online Learning Dexterity' from Higher Education Students' Experiences.","authors":"Joyce Hwee Ling Koh, Ben Kei Daniel, Angela C Greenman","doi":"10.1007/s40841-023-00287-2","DOIUrl":"10.1007/s40841-023-00287-2","url":null,"abstract":"<p><p>Online learning dexterity, or the ability to effortlessly adapt to online learning situations, has become critical since the COVID-19 pandemic, but its processes are not well-understood. Using grounded theory, this study develops a paradigm model of online learning dexterity from semi-structured interviews with 32 undergraduate and postgraduate students from a university in New Zealand. Through students' online learning experiences during the pandemic from 2020 to 2021, online learning dexterity is found to be how students make online learning 'just as good' as face-to-face learning by creating and adjusting five learning manoeuvres according to developing online learning circumstances. Undergraduates and postgraduates re-use familiar study strategies as <i>deep learning manoeuvres,</i> but undergraduates restrict <i>support-seeking manoeuvres</i> to lecturers. Technical problems with online systems and poor course organisation by lecturers affected learning productivity, resulting in the need for more <i>time optimisation manoeuvres</i>. Social support helped students activate <i>persistence manoeuvres</i> to sustain online class attendance. However, undergraduates had more problems sustaining interest and engagement during class as they were not as proficient with using <i>learning presence manoeuvres</i> as postgraduates enrolled in distance learning programmes. The theoretical and practical significance of online learning dexterity for post-pandemic higher education is discussed.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"1 1","pages":"1-19"},"PeriodicalIF":0.9,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10182339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45280166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.1007/s40841-023-00284-5
J. McPhillips, N. E. Melvin, T. Carlyon, A. Fisher, R. Merry
{"title":"Providing a New Pathway Into the Primary Teaching Profession: Reflecting on the First Year of a New Field-Based, Online, Bicultural Programme in Aotearoa/New Zealand","authors":"J. McPhillips, N. E. Melvin, T. Carlyon, A. Fisher, R. Merry","doi":"10.1007/s40841-023-00284-5","DOIUrl":"https://doi.org/10.1007/s40841-023-00284-5","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"1 1","pages":"1-8"},"PeriodicalIF":0.9,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44999131","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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