New Zealand Journal of Educational Studies

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Transitioning from Māori-Medium to English: Pursuing Biliteracy
New Zealand Journal of Educational Studies - Tập 51 - Trang 33-52 - 2015
Richard Hill
In New Zealand the recipe for creating bilingual and biliterate Māori-medium graduates is not well understood because, for the most part, schools are left to their own devices to experiment with Māori and English language components. It is therefore not clear whether graduates reach high levels of bilingualism and biliteracy, and ultimately, whether or not they are prepared for the world outside s...... hiện toàn bộ
Emancipation Through Education, The Dreams of Organised Teachers: Remembering Our History Herbison Lecture
New Zealand Journal of Educational Studies - Tập 51 Số 2 - Trang 257-267 - 2016
Joce Jesson
Promoting Mental Health in New Zealand: Building Resilience in Teenage Children
New Zealand Journal of Educational Studies - - 2021
Clare Harvey, Edmond Otis, Rebecca Osseiran-Moisson, Rachel Heda-Joy Forrest, Brody John Heritage, Bruce Allen Knight
There has been concerns about the increasing incidence of youth depression and anxiety, with school teachers seeking out ways to better equip youth with skills to help them deal with daily life. A resilience training programme for youth was implemented in one region of New Zealand. It aimed to enhance resilience through the instruction of problem-focused cognitive strategies, managing stressful si...... hiện toàn bộ
A SAMOAN Pedagogy of the Heart: ‘O auala a’oa’o e afua ma fa’atino mai le fatu
New Zealand Journal of Educational Studies - - Trang 1-17 - 2024
Leali’ie’e Tufulasifa’atafatafa Taleni, Nicola Surtees
Pasifika student engagement and achievement remain an ongoing concern in Aotearoa New Zealand with inequitable outcomes a reality. This article opens with a short story about Amosa, a Samoan student, to highlight some of the ways inequitable outcomes can become a reality in educational contexts where curriculum content is disconnected from culture. We offer our introductory conceptualisation of a ...... hiện toàn bộ
Grouping Practices in New Zealand Mathematics Classrooms: Where Are We at and Where Should We Be?
New Zealand Journal of Educational Studies - Tập 52 - Trang 73-92 - 2016
Glenda Anthony, Roberta Hunter
The practice of grouping mathematics students by perceived levels of attainment, commonly referred to by teachers as ability grouping, is a contentious and long-standing topic of debate in education. Responses from a survey of 102 mathematics support teachers affirm the widespread use of ability grouping within New Zealand primary school mathematics classroom. This contrasts recent literature that...... hiện toàn bộ
Review of Fragments from a Contested Past: Remembrance, Denial, and New Zealand History. By Joanna Kidman, Vincent O’Malley, Liana MacDonald, Tom Roa, and Keziah Wallis. (2022)
New Zealand Journal of Educational Studies - Tập 58 Số 1 - Trang 263-266 - 2023
Margaret Stuart
Updating Digital Citizenship Education for a Postdigital Society
New Zealand Journal of Educational Studies -
Jenny G. Webster
A Non-native Teacher’s Reflection on Living in New Zealand
New Zealand Journal of Educational Studies - Tập 55 - Trang 287-301 - 2020
Dave Yan
Immigrant teachers have been more visible than ever before owing to transnational mobility. However, there is a lack of research on exploring their lived experiences in a broader context. With an auto-ethnographic approach, this study delves into the life of a non-native migrant in New Zealand over a period of 6 years. The qualitative data were mainly drawn from his reflective journals written bet...... hiện toàn bộ
Understanding Pasifika Students’ Engagement with Computer Science: A New Zealand-Based Case Study
New Zealand Journal of Educational Studies - Tập 54 - Trang 277-296 - 2019
Jessica Tupou, Judith Loveridge
Computer Science (CS) education is being increasingly included in primary school curricula across New Zealand. As a group, Pasifika students are less likely to engage with CS at tertiary level and in the workforce, so understanding more about their engagement with school level CS seems important. A multiple case-study design was used to explore the nature of engagement with CS for six Year 7 and 8...... hiện toàn bộ
Specialist English Language Teachers in Schools: Self-perceptions of Professional Status
New Zealand Journal of Educational Studies - Tập 53 - Trang 289-301 - 2018
P Haworth
Developing effective teaching skills with culturally and linguistically diverse learners remains challenging for regular class teachers, hence specialist English language (EL) teachers are needed in schools. However, little is known about how these specialist teachers perceive their professional status. This paper draws on research that provides insights from ten specialist EL teachers in primary ...... hiện toàn bộ
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