scholarly journals A Cautionary Tale: What are the signs telling us? Curriculum versus standards reflected in schools planning

Teachers Work ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 221-231
Author(s):  
Anthony Fisher ◽  
Bill Ussher

The revised New Zealand Curriculum (NZC) was introduced in 2007 and seen as an opportunity for schools and communities to work together to provide a curriculum that reflected local needs. The NZC identifies learning areas which provide students with the foundation on which they can develop and later specialise. It would be expected that this broad base would be reflected in schools’ Charters and Strategic or Annual Plans. A small scale initial investigation reviewing documentation for 2012 of 16 schools was undertaken. The resulting review identified that the schools’ plans focussed primarily on National Standards. There was limited identification of specific Learning Areas other than Literacy and Numeracy in regards to school targets, professional development, budget or school priorities. This review raises the concern that predictions that the impact of the National Standards being implemented within New Zealand schools would narrow the school curriculum is becoming a reality.

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Peter Higgins ◽  
Cooper A Grace ◽  
Soon A Lee ◽  
Matthew R Goddard

Abstract Saccharomyces cerevisiae is extensively utilized for commercial fermentation, and is also an important biological model; however, its ecology has only recently begun to be understood. Through the use of whole-genome sequencing, the species has been characterized into a number of distinct subpopulations, defined by geographical ranges and industrial uses. Here, the whole-genome sequences of 104 New Zealand (NZ) S. cerevisiae strains, including 52 novel genomes, are analyzed alongside 450 published sequences derived from various global locations. The impact of S. cerevisiae novel range expansion into NZ was investigated and these analyses reveal the positioning of NZ strains as a subgroup to the predominantly European/wine clade. A number of genomic differences with the European group correlate with range expansion into NZ, including 18 highly enriched single-nucleotide polymorphism (SNPs) and novel Ty1/2 insertions. While it is not possible to categorically determine if any genetic differences are due to stochastic process or the operations of natural selection, we suggest that the observation of NZ-specific copy number increases of four sugar transporter genes in the HXT family may reasonably represent an adaptation in the NZ S. cerevisiae subpopulation, and this correlates with the observations of copy number changes during adaptation in small-scale experimental evolution studies.


2021 ◽  
pp. 0193841X2110553
Author(s):  
Giovanni Abbiati ◽  
Gianluca Argentin ◽  
Andrea Caputo ◽  
Aline Pennisi

Background A recent stream of literature recognizes the impact of good/poor implementation on the effectiveness of programs. However, implementation is often disregarded in randomized controlled trials (RCTs) because they are run on a small scale. Replicated RCTs, although rare, provide a unique opportunity to study the relevance of implementation for program effectiveness. Objectives Evaluating the effectiveness of an at-scale professional development program for lower secondary school math teachers through two repeated RCTs. Research Design The program lasts a full school year and provides innovative methods for teaching math. The evaluation was conducted on two cohorts of teachers in the 2009/10 and 2010/11 school years. The program and RCTs were held at scale. Participating teachers and their classes were followed for 3 years. Impact is estimated by comparing the math scores of treatment and control students. Subjects The evaluation involved 195 teachers and their 3940 students (first cohort) and 146 teachers and their 2858 students (second cohort). Measures The key outcome is students’ math achievement, measured through standardized assessment. Results In the first wave, the program did not impact on students’ achievement, while in the second wave, a positive, persistent, and not insignificant effect was found. After excluding other sources of change, different findings across waves are interpreted in the light of improvements in the program implementation, such as enrollment procedure, teacher collaboration, and integration of innovation in daily teaching. Conclusions Repeated assessment of interventions already at-scale provides the opportunity to better identify and correct sources of weak implementation, potentially improving effectiveness.


2021 ◽  
Author(s):  
◽  
Robyn Grover

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>


2018 ◽  
Vol III (II) ◽  
pp. 168-195
Author(s):  
Sayyed Rashid Shah ◽  
Roohul Amin ◽  
Hussain Ahmad

This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.


2012 ◽  
Vol 21 (2) ◽  
Author(s):  
Todd Campbell

This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.


2021 ◽  
Author(s):  
◽  
Anne Isaac

<p>For decades, New Zealand historians and architects have sought answers to the question: What is New Zealand architecture? New Zealand longs for a place in the architectural world, seeking the significance of our buildings in the wider realm of world architecture. In 2016, in a presentation based on his book Worship: a history of New Zealand church design, Bill McKay suggested that perhaps, “our most interesting architecture lies in the intersections of our cultures”.  An opportunity is offered by the current shifts of New Zealand society where the impact of immigration on society is one of the most pressing issues that currently needs addressing. This thesis endeavours to explore the specific relationship between the heritage and culture of the existing Assyrian community and its context of Wellington, with reference to McKay’s suggestion that our most interesting architecture is birthed from the intersection of different cultures.  Socially speaking, sense of identity and place attachment play a vital role in the integration of migrant communities into their new home country. Recalling and employing elements of not only tangible Assyrian heritage, but also the intangible qualities found in traditional Assyrian architecture, has the potential to create the connection and enhance the sense of identity which allows for the feeling of belonging in migrants in their host society. This thesis focuses on the space of worship.   This project of an Assyrian Orthodox church building in New Zealand might reflect the life of the migrants who occupy it. Is it a replica of the traditional building in its original context, unchanged and uninfluenced by the shift to a new place? Or is it influenced and integrated; a building which can identify with the soil it stands on? Furthermore, if one considers that architecture reflects society, it is hoped that this design led research will participate in the discussion about New Zealand architecture’s unique identity and emerging new societal makeup.  This design led research discovers that creating a sense of belonging relies on both keeping aspects of the traditional and gaining influence from its new context. As focus shifts from the design of the building at a large scale to details and objects at a small scale, it becomes more important to reflect and retain the traditional qualities of the architecture. At a large scale, the building may be influenced by its context so as to be integrated into its new place, as if it belongs within its new urban fabric. As we move into the smaller scale in design, we draw closer to the body. It is these elements of the design which an occupant experiences more intimately, and through sensory experience and triggering memories of home, can help to create a feeling of belonging. The main findings of this research express the close relationship between architectural scales of intervention and the effects of individual and collective memory.</p>


2021 ◽  
Author(s):  
◽  
Andrew McMillan

<p>The aim of this study is to explore boys’ achievement within a New Zealand secondary school. More specifically the focus of this research has been to look at the impact that an intervention programme – Rock and Water, has in improving boys’ engagement within a school. This study has explored how school engagement is defined and how it has an effect on boys. This research looked at how the school experience differs for Māori and Pasifika boys. Using secondary sources of data, this study examined how education fits within society as a form of social control and has attempted to position the school experience within containment theory. Factors considered were the dynamics within these programmes and the role teachers’ play in improving engagement. This research has specifically identified how intervention programmes might be used as a tool with schools pedagogy to raise Māori and Pasifika boys’ participation and engagement with school. A qualitative methodology was employed for this research, focusing on one New Zealand College. Primary sources of data were student questionnaires and individual student interviews. Questionnaires and interviews were also carried out with two of the teachers/facilitators delivering the programme. This study found that student engagement was improved as a consequence of their participation in the Rock and Water programme. For Māori boys, the opportunity to have fun and to connect with their peers was significant and identified by the participants in this study. For Pasifika boys, the results were mixed, those participating enjoyed it and said that it improved their engagement with school, the reasons behind why were not revealed in significant detail for this group. The pedagogies incorporated in the intervention programme (Rock and Water) had similarity with those advocated as part of Te Kōtahitanga. The weaving of Maori tikanga such as Ako, Manaakitanga and cultural performance helped in creating an environment whereby the boys participating were valued as being culturally located. For the teacher/facilitators, the initial aim of participating in the Rock and Water programme was to introduce an intervention that addressed issues of behaviour management. However as the programme grew in popularity and a space was created within the curriculum, the teacher/facilitators commented on the changing dynamic within the group. An identity based around shared values and experiences in the group was evolving. Over time this was utilised to promote participants into tuākana roles. Similarly, the embedding of the Rock and Water into the school curriculum led to it becoming part of the schools kaupapa or vision. Future challenges based on this study are to examine in greater detail the impact that the programme has in improving academic outcomes for Māori and Pasifika boys. The link between improved engagement and achievement is implied in participant responses, but quantitative data was not produced or explored due to the methodology chosen.</p>


2021 ◽  
Author(s):  
◽  
Andrew McMillan

<p>The aim of this study is to explore boys’ achievement within a New Zealand secondary school. More specifically the focus of this research has been to look at the impact that an intervention programme – Rock and Water, has in improving boys’ engagement within a school. This study has explored how school engagement is defined and how it has an effect on boys. This research looked at how the school experience differs for Māori and Pasifika boys. Using secondary sources of data, this study examined how education fits within society as a form of social control and has attempted to position the school experience within containment theory. Factors considered were the dynamics within these programmes and the role teachers’ play in improving engagement. This research has specifically identified how intervention programmes might be used as a tool with schools pedagogy to raise Māori and Pasifika boys’ participation and engagement with school. A qualitative methodology was employed for this research, focusing on one New Zealand College. Primary sources of data were student questionnaires and individual student interviews. Questionnaires and interviews were also carried out with two of the teachers/facilitators delivering the programme. This study found that student engagement was improved as a consequence of their participation in the Rock and Water programme. For Māori boys, the opportunity to have fun and to connect with their peers was significant and identified by the participants in this study. For Pasifika boys, the results were mixed, those participating enjoyed it and said that it improved their engagement with school, the reasons behind why were not revealed in significant detail for this group. The pedagogies incorporated in the intervention programme (Rock and Water) had similarity with those advocated as part of Te Kōtahitanga. The weaving of Maori tikanga such as Ako, Manaakitanga and cultural performance helped in creating an environment whereby the boys participating were valued as being culturally located. For the teacher/facilitators, the initial aim of participating in the Rock and Water programme was to introduce an intervention that addressed issues of behaviour management. However as the programme grew in popularity and a space was created within the curriculum, the teacher/facilitators commented on the changing dynamic within the group. An identity based around shared values and experiences in the group was evolving. Over time this was utilised to promote participants into tuākana roles. Similarly, the embedding of the Rock and Water into the school curriculum led to it becoming part of the schools kaupapa or vision. Future challenges based on this study are to examine in greater detail the impact that the programme has in improving academic outcomes for Māori and Pasifika boys. The link between improved engagement and achievement is implied in participant responses, but quantitative data was not produced or explored due to the methodology chosen.</p>


Author(s):  
Martin Thrupp

This article discusses school level education policy developments over 2009, during National’s first year in office. National was elected amidst a growing sense of recession and quickly made cuts to a range of programmes, claiming these were necessary to rein in government spending. However there was a hollow ring to these claims given the nature of what was cut and given new spending on private schools. A stronger privatisation agenda was signalled in other areas as well and in its first year National also introduced National Standards, a nationwide form of assessment for primary and intermediate school children. This article discusses these developments and their contestation by some in the sector. It concludes that if the contested ideology of neoliberalism comes to further dominate New Zealand education policy in the next few years, research could have an important role to play in providing some light amidst the heat of reform. However, New Zealand’s capacity to undertake research into the impact of education policy is becoming quite limited. This is making it increasingly important to tap into academic analyses of neo-liberal policies in other national settings where research and scholarship is often better funded and more able to be searching than its New Zealand counterpart.


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