Editorial: Volume 3 (2018): Special Issue

2018 ◽  
Vol 3 (Special Issue) ◽  
pp. 1-2 ◽  
Keyword(s):  
New Zealand ◽  
Teaching And Learning ◽  
Environmental Changes ◽  
Committee Member ◽  
Special Issue ◽  
Learning Partnerships ◽  
Aotearoa New Zealand ◽  
Peer Reviewers ◽  
Executive Committee Member ◽  
Lincoln University

Welcome to Volume 3 of the ATLAANZ Journal (2018), a four-part special issue entitled “Tertiary Learning Advisors on Aotearoa/New Zealand: Identity and Opportunity”, that presents a comprehensive research project undertaken by Caitriona Cameron (HoD: Academic and Career Skills, Library Teaching and Learning at Lincoln University) and founding member, former President (2009-2010) and Executive Committee member of the Association of Tertiary Learning Advisors Aotearoa/New Zealand. ATLAANZ Journal invites submissions on topics relevant to the tertiary learning advisor community (such as higher education, learning partnerships, responding to environmental changes, innovative practice, and working with students (including International, postgraduates, Māori, Pasifika and Rainbow). We provide mentoring and support for new authors, and are also keen to hear from colleagues interested in acting as peer-reviewers. Please send expressions of interest to [email protected].

scholarly journals Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic

2021 ◽  
pp. 195-209
Author(s):  
Jodie Hunter ◽  
Roberta Hunter ◽  
John Tupouniua ◽  
Generosa Leach
Keyword(s):  
New Zealand ◽  
Open Economy ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Well Being ◽  
Low Socioeconomic ◽  
Aotearoa New Zealand ◽  
Strength Based ◽  
The World ◽  
Mathematics Teaching And Learning

AbstractThe COVID-19 pandemic has caused new ways of doing and being, both in education systems and beyond across the world. In the context of Aotearoa/New Zealand, the widely supported government approach focused on the well-being of the nation with a position that saving lives was more important than maintaining an open economy. As researchers and educators, we supported teachers as they worked with their students in their home settings. This provided us with an opportunity to explore a vision of a reinvented system of mathematics education beyond institutional and formal structures of schools. In this chapter, we present the analysis of the responses from 24 educators mainly from low socioeconomic urban settings as they reflected on how they enacted mathematics teaching and learning during the lockdown while connecting with students and their families as well as their subsequent learning from this experience. Results highlighted that the mathematical learning of students went beyond what was accessed by digital means and included parents drawing on rich everyday opportunities. A key finding was that by supporting and privileging the well-being of students and communities, the connections and relationships between educators and families were enhanced.

scholarly journals Faithfulness and fidelity across identities and contexts for SOTL in the global South

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
KC Lee ◽  
Zach Simpson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Work ◽  
New Zealand ◽  
Teaching And Learning ◽  
Global South ◽  
The Other ◽  
Scholarship Of Teaching ◽  
Aotearoa New Zealand

Issue 5.2 of SOTL in the South features four peer-reviewed articles, one reflective piece and one book review. The peer-reviewed articles include two articles about broader concerns related to the scholarship of teaching and learning in higher education, namely the discursive and negotiated work of producing SoTL work and the importance of considering diverse worldviews regarding research ethics. In addition, there are two detailed accounts of instances of SoTL, one from Lesotho, addressing the challenges facing students from rural contexts, and the other from South Africa, investigating the implementation of collaborative learning in a fourth-year social work classroom. The issue concludes with a reflection on an action-oriented workshop held in Aotearoa New Zealand aimed at increasing the number of Māori and Pasifika academics, and a review of The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South.

scholarly journals Editorial: The social work voice – doxa and dissent in neoliberal times

2016 ◽  
Vol 28 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Emily Keddell ◽  
Deb Stanfield ◽  
Ian Hyslop
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Child Protection ◽  
The State ◽  
Special Issue ◽  
Aotearoa New Zealand ◽  
The Social ◽  
The Family ◽  
Critical Responses

Welcome to this special issue of Aotearoa New Zealand Social Work. The theme for this edition is Child protection, the family and the state: critical responses in neoliberal times.

scholarly journals (Re)Shaping spaces for learning

2021 ◽  
Vol 26 ◽  
pp. 52-59
Author(s):  
Lucila Carvalho
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Traditional Classroom ◽  
Learning Spaces ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Spatial Configurations

Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning; and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.

scholarly journals Principals' and teachers' perceptions of Innovative Learning Environments

Teachers Work ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 149-171 ◽  
Author(s):  
Dianne Smardon ◽  
Jennifer Charteris ◽  
Emily Nelson
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Distributed Leadership ◽  
Teaching And Learning ◽  
Large Body ◽  
Constructivist Learning Theory ◽  
Teachers Perceptions ◽  
Aotearoa New Zealand ◽  
Innovative Learning ◽  
Innovative Learning Environments

Innovative Learning Environments (ILE) with their origins in OECD literature, propose to revolutionise Education as we know it. ILEs draw on a large body of literature: constructivist learning theory; distributed leadership; personalised 21st century learning; blended learning (digital); and, future focused Education. Despite an increasing body of research in the area, there appears to be confusion around the concept of ILEs in Aotearoa/New Zealand Schools. This article reports on survey research with 126 questionnaire respondents. These principals and teachers, drawn from a random sample of New Zealand schools, commented on the implications of ILEs for teaching and learning in their contexts. This article explores the theoretical framework that educators apply to this concept. Four themes emerged from the responses: lack of clarity; the significance of material spaces; pedagogical implications; and, the politics around ILEs. The authors pose the question: are ILEs just another neoliberal ambush on Education or opportunity to innovate the fundamentals of schooling?

scholarly journals 2019/2020 Learning Centre Practice in Aotearoa/New Zealand: Report

2021 ◽  
Vol 5 (1) ◽  
pp. 1-61
Author(s):  
Julia Tanner ◽  
◽  
Xiaodan Gao ◽  
Keyword(s):  
New Zealand ◽  
Teaching And Learning ◽  
Extended Period ◽  
Professional Status ◽  
Aotearoa New Zealand ◽  
Financial Pressure ◽  
Similar Range ◽  
Learning Development ◽  
Academic Contracts ◽  
The Impact

Data on the services and staffing in tertiary learning centres are necessary for providing professional support for tertiary learning advisors (TLAs). Full scale surveys of Aotearoa New Zealand centres were conducted in 2008 and 2013. In 2019, a third survey was conducted to explore whether the identified trends were continuing and whether there were any changes. This survey was sent to managers and team leaders at 26 tertiary learning institutions in Aotearoa New Zealand. Four topics were investigated: 1) the professional status of TLAs; 2) learning centre organisation; 3) the services provided by TLAs; 4) trends and changes since 2013. In 2020, when the lockdown resulting from the Covid-19 pandemic meant all centres had to cease operating face-to-face services for an extended period, some follow-up questions about the impact of Covid-19 were sent to the respondents of the 2019 survey. This report presents the five main findings of the 2019/2020 surveys, and provides comparisons with the previous surveys. First, more TLAs had postgraduate qualifications, and more TLAs were given general/professional contracts than academic contracts. Second, fewer learning centres were part of libraries or teaching and learning development units. Third, centres provided a similar range of services, with an increase in pastoral and wellbeing support. Fourth, services were more embedded, and more were delivered in online/blended modes, particularly since Covid-19. Lastly, changes in learning centres’ structures and service delivery were due to institutional financial pressure and student needs. We make some recommendations, including changing some questions in future surveys, updating the ATLAANZ professional practice document regularly, and implementing a TLA accreditation scheme in Aotearoa New Zealand.

scholarly journals Textbooks for the teaching of te reo Māori

2017 ◽  
Vol 10 (1) ◽  
pp. 1-16
Author(s):  
Sophie Nock
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Indigenous Languages ◽  
Review Of Literature ◽  
Aotearoa New Zealand ◽  
Curriculum Guidelines ◽  
Research Findings

As part of a recent study of the teaching and learning of te reo Māori (the Māori language) in English-medium secondary schools in Aotearoa/New Zealand, I asked a sample of teachers which textbooks they used. I then analysed some of those textbooks that were referred to most often, using focus points derived from a review of literature on the design of textbooks for the teaching of additional languages. What I found was that the textbooks analysed were inconsistent with the relevant curriculum guidelines document and were also problematic in a number of other ways. This article discusses a number of the problematic concerns and outlines what would be involved in designing more effective textbooks for Indigenous languages, and textbooks that are in line with current research findings.

scholarly journals Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

2015 ◽  
Vol 6 (2) ◽  
pp. 71-86 ◽  
Author(s):  
Sonja Arndt ◽  
Marek Tesar
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Teaching And Learning ◽  
Local Context ◽  
Assessment Practices ◽  
Narrative Assessment ◽  
Aotearoa New Zealand ◽  
Learning Stories ◽  
Curriculum Framework ◽  
Te Whāriki

Abstract This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.

scholarly journals Forty Years of Labour Law Scholarship in New Zealand: A Reflection on the Contribution of Gordon Anderson

2019 ◽  
Vol 50 (2) ◽  
pp. 159
Author(s):  
Richard Mitchell
Keyword(s):  
New Zealand ◽  
Teaching And Learning ◽  
Research Work ◽  
Employment Relations ◽  
Legal Practice ◽  
Special Issue ◽  
Labour Law ◽  
Law System ◽  
Background History ◽  
National Systems

This special issue of the Victoria University of Wellington Law Review is published in recognition of Gordon Anderson's outstanding contribution to the study of the academic and socio-economic policy field of labour law in New Zealand since the mid-1970s. During this period of time Gordon's work has informed both teaching and learning in labour law scholarship and legal practice,  charted the shifts in labour law policy,  and examined the implications of these shifts for industrial and employment relations and human resource practices in business.  This impressive output has included the publication of several full-length accounts of New Zealand labour law, incorporating background history, economic and political contexts and institutional arrangements, accompanied by analytical accounts of the general principles of individual and collective regulation.  At the same time his research work, and his extensive engagement with labour lawyers internationally, has considerably expanded the international understanding and interest in New Zealand's labour law system, drawing it more immediately and closely into comparison with other national systems and sets of laws. 

Preparing New Zealand's Teachers to Use Culturally Responsive Relationship-Based Pedagogies

2021 ◽  
Vol 4 (2) ◽  
pp. 19-33
Author(s):  
Mary Beth Ressler ◽  
James D. Ressler ◽  
Barrie Gordon
Keyword(s):  
New Zealand ◽  
Qualitative Study ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Naturalistic Inquiry ◽  
Aotearoa New Zealand ◽  
Multiple Contexts

This article addresses culturally responsive relationship-based pedagogies as a foundation to quality teaching and learning. Framed through an examination of the Masters of Teaching and Learning (MTchLrn) program in Aotearoa/New Zealand, this qualitative study was conducted using naturalistic inquiry. A study of how this program works across multiple contexts forms a basis for determining whether it could serve as a model for other institutions and countries. Results indicated the MTchLrn program, through the infrastructure of the program and triad relationships so central to the program, holds promise for effectively preparing teachers in culturally responsive and relationship-based practices.

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