Reclaiming the ontological over the epistemological: A case study into a New Zealand Primary School disclosing an embodied culture of teacher inquiry

This study is concerned with the manageability of assessment in New Zealand schools. In order for assessment to be effective in schools, it needs to be manageable. This is especially important for New Zealand schools in the light of the changes in administration and curriculum introduced in the early 1990s. These reforms which were termed Tomorrow's Schools introduced radical changes to New Zealand schools in the areas of governance, management, the curriculum, assessment, and quality assurance. In the area of assessment, primary schools were presented with a number of challenges which included a requirement to assess a highly structured curriculum with close to 1000 achievement objectives, many of which were open to different interpretation. There was also an expectation to assess against the structure of this new rapidly introduced curriculum, without any tools provided for such assessment. The New Zealand system also departed from other countries in that it made no distinction in terms of importance in teaching and assessment between what are usually considered the core activities of primary school education, literacy and numeracy, and other learning areas. In light of these challenges it is not surprising that a number of the assessment processes that schools developed and used were questionable in terms of manageability and utility. The aim of this research is to examine the effect of government policy and international movements in assessment on the manageability of assessment practice in New Zealand primary schools during the period 1990-2006. The research also examines what is meant by the terms manageability and utility when applied to the context of primary school assessment. By means of case study research, the investigation explores assessment practice in three Wellington primary schools during 2006-2007. The case studies sought to understand current assessment practices in terms of the reforms of the early nineties, as well as more recent developments in assessment in New Zealand. The research illustrated that while these three New Zealand schools still faced some major issues in terms of the manageability and utility of assessment, their views were more optimistic and positive than earlier research studies had reported.

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A Case Study of the Manageability and Utility of Assessment in Three New Zealand Primary Schools 1993-2006

10.26686/wgtn.16968313.v1 ◽

2021 ◽

Author(s):

◽

John Richard Young

Keyword(s):

New Zealand ◽

Primary School ◽

Primary Schools ◽

Case Study Research ◽

Assessment Practices ◽

Assessment Practice ◽

Curriculum Assessment ◽

Recent Developments ◽

Current Assessment

This study is concerned with the manageability of assessment in New Zealand schools. In order for assessment to be effective in schools, it needs to be manageable. This is especially important for New Zealand schools in the light of the changes in administration and curriculum introduced in the early 1990s. These reforms which were termed Tomorrow's Schools introduced radical changes to New Zealand schools in the areas of governance, management, the curriculum, assessment, and quality assurance. In the area of assessment, primary schools were presented with a number of challenges which included a requirement to assess a highly structured curriculum with close to 1000 achievement objectives, many of which were open to different interpretation. There was also an expectation to assess against the structure of this new rapidly introduced curriculum, without any tools provided for such assessment. The New Zealand system also departed from other countries in that it made no distinction in terms of importance in teaching and assessment between what are usually considered the core activities of primary school education, literacy and numeracy, and other learning areas. In light of these challenges it is not surprising that a number of the assessment processes that schools developed and used were questionable in terms of manageability and utility. The aim of this research is to examine the effect of government policy and international movements in assessment on the manageability of assessment practice in New Zealand primary schools during the period 1990-2006. The research also examines what is meant by the terms manageability and utility when applied to the context of primary school assessment. By means of case study research, the investigation explores assessment practice in three Wellington primary schools during 2006-2007. The case studies sought to understand current assessment practices in terms of the reforms of the early nineties, as well as more recent developments in assessment in New Zealand. The research illustrated that while these three New Zealand schools still faced some major issues in terms of the manageability and utility of assessment, their views were more optimistic and positive than earlier research studies had reported.

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Social Cohesion and Free Home Internet in New Zealand

Social and Economic Effects of Community Wireless Networks and Infrastructures ◽

10.4018/978-1-4666-2997-4.ch008 ◽

2013 ◽

pp. 135-159

Author(s):

Jocelyn Williams

Keyword(s):

New Zealand ◽

Social Cohesion ◽

Case Study Research ◽

Study Research ◽

Low Income Families ◽

The Government ◽

Use Of The Internet ◽

Outcomes For Children ◽

It Training

This chapter discusses community outcomes of free home Internet access. It draws on case study research on Computers in Homes (CIH), a scheme established in New Zealand in 2000 for the purpose of bridging the digital divide, particularly for low-income families who have school-aged children. The government-funded CIH scheme aims to strengthen relationships between families and schools, improve educational outcomes for children, and provide greater opportunities for their parents. CIH achieves this by working with many primary (elementary) schools, each of which selects 25 families who will benefit from the program. Each family receives a refurbished computer, software, and six months free Internet, as well as twenty hours of free IT training and technical support so that all adults are equipped to make effective use of the Internet. The scheme has evolved to deliver much more than technology. It has become a contributor to social capital in the communities where it has been established. This chapter uses a case study research approach to demonstrate and theorize this process of community building using a construct of social cohesion, which appears to be strengthened by the CIH intervention. Where stronger social networks, volunteerism, and civic engagement were documented in the research, leader figures also mobilized to act on shared goals. These findings highlight the value of existing social resources within communities for achieving community goals while also maximizing community Internet longevity.

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The Impact of AuSSI-WA at a Primary School

Australian Journal of Environmental Education ◽

10.1017/s0814062600000392 ◽

2009 ◽

Vol 25 ◽

pp. 45-57 ◽

Cited By ~ 12

Author(s):

Elaine Lewis ◽

Catherine Baudains ◽

Caroline Mansfield

Keyword(s):

Initial Data ◽

Primary School ◽

Western Australia ◽

Education For Sustainability ◽

Whole School ◽

Whole School Approach ◽

Sustainable Schools ◽

The Impact

AbstractThis paper presents the findings of the first stage of research on the impact of the Australian Sustainable Schools Initiative (AuSSI) at an independent primary school in Western Australia. A longitudinal (20 year) case study is being conducted, utilising data related to Education for Sustainability (EfS) at the school from 1990-2009. 2005 was a critical year for the school because it marked the beginning of participation in the Sustainable Schools Initiative pilot in Western Australia (AuSSI-WA). The research investigates elements of EfS in operation at the school pre- and post- AuSSI-WA, as well as student and teacher outcomes after involvement in the Initiative. An analysis of the initial data suggests that participation in AuSSI-WA enabled the school to engage with a growing commitment to EfS in the context of a whole - school approach.

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“But I had it first!” Young children, possession, and social problem solving

10.18296/ecf.0083 ◽

2020 ◽

Vol 24 (2) ◽

pp. 21-25

Author(s):

Julie Treweek ◽

Janette Kelly-Ware

Keyword(s):

New Zealand ◽

Problem Solving ◽

Young Children ◽

Social Problem ◽

Teaching Practice ◽

Qualitative Case Study ◽

Case Study Research ◽

Social Problem Solving ◽

Problem Solve

This qualitative case study research explored children’s social disputes in one New Zealand kindergarten. The disputes typically related to the possession of resources and space. “First possession” was found to be significant, hence the name of this article. The notion that children have to experience “possession” and “ownership” to learn about these fundamental concepts was reinforced. Young children’s problem solving during peer disputes was identified and teachers were seen “stepping back”, thus providing children with time and space to work through their disputes. Teachers reading this article will recognise the importance of having a shared philosophy that drives teaching practice. They will also be provoked to consider how they support children to problem solve and work through their disputes with others, and consider video as a reflective tool for improving their practice.

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Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Australasian Journal of Educational Technology ◽

10.14742/ajet.838 ◽

2012 ◽

Vol 28 (4) ◽

Cited By ~ 15

Author(s):

Lee Yong Tay ◽

Siew Khiaw Lim ◽

Cher Ping Lim ◽

Joyce Hwee-Ling Koh

Keyword(s):

Primary School ◽

Mathematics Teachers ◽

Teaching And Learning ◽

Case Study Research ◽

Ict Use ◽

Digital Work ◽

Group Interviews ◽

And Mathematics ◽

Pedagogical Approaches

This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning with and learning from ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning with and/or from ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning from ICT pedagogy with occasional learning withICT approach. However, English teachers facilitated the students to learn from and also with technology,with production and also with elements of collaboration. This case study illuminates the usefulness of the learning with and from ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.

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Internal quality assurance system in primary school (case study at Al-Kautsar plus primary school Malang)

JURNAL PENDIDIKAN DASAR NUSANTARA ◽

10.29407/jpdn.v5i2.13190 ◽

2020 ◽

Vol 5 (2) ◽

pp. 172-186

Author(s):

Darmaji Darmaji ◽

Achmad Supriyanto ◽

Maulana Amirul Adha ◽

Agus Timan

Keyword(s):

Quality Assurance ◽

Primary School ◽

School Quality ◽

Case Study Research ◽

Internal Quality ◽

Quality Assurance System ◽

Assurance System ◽

Internal Quality Assurance ◽

The Impact

The purpose of this study is to describe, (1) the steps of the internal school quality assurance system, (2) the strategy for implementing internal school quality assurance, and (3) the implementation of the implementation of the internal school quality assurance system. The method used in this study was descriptive qualitative with a case study research design. This research was conducted in Al-Kautsar Plus Primary School Malang by involving the Principal as key informants and additional informants as teachers. This study collected data using interview techniques, documentation studies and observations. The results of this study are, (1) the SPMI school's internal quality assurance steps in the school's internal quality assurance through the Plan, Do, Check and Act steps. (2) the school strategy in improving the quality of the superior schools is done internally, the development of syllabus, evaluation of minimum completeness criteria (KKM), graduation standard requirements (SKL), supervision of learning, and learning, and (3) the impact of the implementation of internal quality assurance carried out by Al-Kautsar Plus Primary School in the City of Malang, is school achievements have been achieved both nationally and internationally and the image of the school has increased.

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Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools

10.26686/wgtn.17018801.v1 ◽

2021 ◽

Author(s):

◽

Elizabeth Harrison

Keyword(s):

Socioeconomic Status ◽

Student Achievement ◽

New Zealand ◽

Mathematics Achievement ◽

Primary School ◽

Low Socioeconomic Status ◽

Complex Nature ◽

Opportunities To Learn ◽

Collective Case Study

Existing research consistently identifies large differences in mathematics achievement between students from high and low socioeconomic status backgrounds. The link between socioeconomic status and student achievement has been repeatedly acknowledged throughout the literature, but reasons for this link are not yet fully understood. This study builds on existing international research, which identifies a large number of potential key influences for the disparity in mathematics achievement. The aim of this study was to identify which of the potentially key influences were possibly influencing student mathematics achievement in a high and a low decile New Zealand primary school, thereby suggesting ways to improve student mathematics achievement in the low decile school. Often, changes within education, including in many intervention programmes, are generic, made without identifying the specific needs of an individual school and its students. The tools developed during this research were designed to be used in schools, allowing evidence-based needs to be identified, and any changes made to be targeted at the specific needs of the school and its students. This research was conceived within a qualitative paradigm, and followed a collective case study design, focusing on two case schools, a high decile school (Pīwakawaka School), and a low decile school (Whio School). Data were collected through classroom observations, archival records, interviews, questionnaires, and physical artefacts, using tools specifically designed for this study. The data were analysed using grounded theory, allowing theories to emerge from the data. The data collected from each school were compared and two theories emerged. The first theory is that students in the high decile school appeared to be doing a greater amount of mathematics than students in the low decile school. The second theory is that students in the high decile school appeared to have more opportunities to learn new mathematics than students in the low decile school. Additionally, the findings suggested that, due to the complex nature of teaching, there was more than one key influence on student mathematics achievement contributing to each of these emergent theories. This research suggests that teachers at Whio School may be able to improve student achievement in mathematics by increasing both the amount of mathematics students interact with and the number of opportunities to learn new mathematics their students receive.

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Cooperative learning issues in elementary education: a Lithuanian case study

Journal of Education Culture and Society ◽

10.15503/jecs2021.1.445.468 ◽

2021 ◽

Vol 12 (1) ◽

pp. 445-468

Author(s):

Daiva Jakavonytė-Staškuvienė ◽

Aušra Žemgulienė ◽

Emilija Sakadolskis

Keyword(s):

Professional Development ◽

Elementary Education ◽

Cooperative Learning ◽

Primary School ◽

Lesson Study ◽

Classroom Practice ◽

Pedagogical Practice ◽

Traditional Group ◽

Japanese Lesson Study

Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes. Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class. Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice. Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.

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