scholarly journals Talking About Transition: An Exploration of the Secondary to Tertiary Transition Process for Music Students in a New Zealand Context

2021 ◽  
Author(s):  
◽  
Lynne Wenden
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Transition Process ◽  
Performance Assessments ◽  
Music Students ◽  
Pedagogical Practice ◽  
Research Findings ◽  
Meaningful Connections ◽  
Degree Level ◽  
Tertiary Study

<p>There are complex challenges facing music students majoring in performance in New Zealand as they transition from secondary to tertiary study. As a result of their pretertiary experiences, these students form identities and develop subjectivities that are often discordant with notions of a broadly conceived degree-level education. Through exploring transition using ethnographic and interpretive approaches, it is clear that significant numbers of performance students are not engaging with the more theoretical aspects of their music degrees and can in fact be actively resistant to acquiring knowledge in areas of the curriculum that they perceive as falling outside those necessary to become a performer. This research suggests that education systems in secondary schools in New Zealand contribute considerably to these student subjectivities as despite individual levels of knowledge that students bring to their tertiary studies, these systems result in significant homogenous subjectivities and approaches. More generally, secondary schools appear unable to consistently prepare music students for their tertiary music studies for reasons that include curricula that is: widely interpreted, compartmentalised, heavily weighted towards assessments, and, in terms of performance assessments, lacking in validity.  In ‘talking about transition’ within a New Zealand context, questions arise concerning pre-determined educational practices, which present unnecessary and prohibitive hurdles that can serve to culturally alienate our own students. For this reason and others, this research suggests these students will benefit from socio-culturally relevant pedagogical practice in addition to systems that provide accessible, manageable, and meaningful connections between secondary and tertiary levels of knowledge. Research findings also suggest that improved communication between education sectors and between institutions and students is key to empowering students with regard to their own learning.</p>

scholarly journals Talking About Transition: An Exploration of the Secondary to Tertiary Transition Process for Music Students in a New Zealand Context

2021 ◽  
Author(s):  
◽  
Lynne Wenden
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Transition Process ◽  
Performance Assessments ◽  
Music Students ◽  
Pedagogical Practice ◽  
Research Findings ◽  
Meaningful Connections ◽  
Degree Level ◽  
Tertiary Study

<p>There are complex challenges facing music students majoring in performance in New Zealand as they transition from secondary to tertiary study. As a result of their pretertiary experiences, these students form identities and develop subjectivities that are often discordant with notions of a broadly conceived degree-level education. Through exploring transition using ethnographic and interpretive approaches, it is clear that significant numbers of performance students are not engaging with the more theoretical aspects of their music degrees and can in fact be actively resistant to acquiring knowledge in areas of the curriculum that they perceive as falling outside those necessary to become a performer. This research suggests that education systems in secondary schools in New Zealand contribute considerably to these student subjectivities as despite individual levels of knowledge that students bring to their tertiary studies, these systems result in significant homogenous subjectivities and approaches. More generally, secondary schools appear unable to consistently prepare music students for their tertiary music studies for reasons that include curricula that is: widely interpreted, compartmentalised, heavily weighted towards assessments, and, in terms of performance assessments, lacking in validity.  In ‘talking about transition’ within a New Zealand context, questions arise concerning pre-determined educational practices, which present unnecessary and prohibitive hurdles that can serve to culturally alienate our own students. For this reason and others, this research suggests these students will benefit from socio-culturally relevant pedagogical practice in addition to systems that provide accessible, manageable, and meaningful connections between secondary and tertiary levels of knowledge. Research findings also suggest that improved communication between education sectors and between institutions and students is key to empowering students with regard to their own learning.</p>

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.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

Book Review: Jolly, J.L., & Jarvis, J.M. (Eds). (2018). Exploring Gifted Education: Australian and New Zealand Perspectives. Melbourne, Australia: Routledge.

2020 ◽  
pp. 54-59
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Research Agenda ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Central Thesis ◽  
Research Findings ◽  
Areas Of Concern

In this first edition book, editors Jolly and Jarvis have compiled a range of important, contemporary gifted education topics. Key areas of concern focus on evidence-based practices and research findings from Australia and New Zealand. Other contributors include 14 gifted education experts from leading Australian and New Zealand Universities and organisations. Exploring Gifted Education: Australian and New Zealand Perspectives, introduced by the editors, is well organised. Jolly and Jarvis’s central thesis in their introduction is to acknowledge the disparity between policy, funding and practice in Australia and New Zealand. Specifically, in relation to Australia, they note that a coordinated, national research agenda is absent, despite recommendations published by the Australian Senate Inquiry almost 20 years ago.

Ka mura ka muri: understandings of organ donation and transplantation in Aotearoa New Zealand

2021 ◽  
pp. medhum-2020-012038
Author(s):  
Rhonda Shaw ◽  
Robert Webb
Keyword(s):  
New Zealand ◽  
Organ Donation ◽  
Well Being ◽  
The Body ◽  
Cultural Meanings ◽  
Aotearoa New Zealand ◽  
Values And Beliefs ◽  
History Of ◽  
Research Findings ◽  
Interview Studies

In this article, we refer to the separation of solid organs from the body as bio-objects. We suggest that the transfer of these bio-objects is connected to emotions and affects that carry a range of different social and cultural meanings specific to the context of Aotearoa New Zealand. The discussion draws on research findings from a series of qualitative indepth interview studies conducted from 2008 to 2013 with Māori (the Indigenous people of Aotearoa New Zealand) and Pākehā (European settler New Zealanders) concerning their views on organ donation and transplantation. Our findings show both differences and similarities between Māori and Pākehā understandings of transplantation. Nevertheless, while many Māori draw on traditional principles, values and beliefs to reflect on their experiences in relation to embodiment, gift-giving, identity and well-being, Pākehā tend to subscribe to more Western understandings of identity in terms of health and well-being, in line with international literature on the topic. Rather than reflecting individualistic notions of the body and transplantation as the endpoint of healthcare as do Pākehā, Māori views are linked to wider conceptions of family, ancestry and belonging, demonstrating how different rationalities and ontologies affect practices and understandings surrounding organ transfer technology. In the article, we focus predominantly on Māori perspectives of organ transfer, contextualising the accounts and experiences of our research participants against the backdrop of a long history of settler colonialism and health inequalities in Aotearoa New Zealand.

Budaya Organisasi dan Komitmen Guru Dalam Pelaksanaan Pengurusan Kualiti Menyeluruh di Sekolah–sekolah Menengah Zon Bukit Mertajam

2012 ◽  
Author(s):  
Keow Ngang Tang ◽  
Abdul Ghani Kanesan Abdullah
Keyword(s):  
Organizational Culture ◽  
Quality Management ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Simple Random Sampling ◽  
Total Quality ◽  
Significant Relationships ◽  
Level Ii ◽  
Research Findings ◽  
High Level

Kajian ini bertujuan untuk mengkaji faktor–faktor berkaitan Pengurusan Kualiti Menyeluruh (PKM) di sekolah–sekolah menengah zon Bukit Mertajam. Faktor–faktor yang dikaji ialah budaya organisasi dan komitmen guru. Kajian yang berbentuk tinjauan korelasi ini merangkumi sejumlah 300 orang guru dari 19 buah sekolah menengah zon Bukit Mertajam yang telah dipilih dengan menggunakan kaedah persampelan rawak mudah. Satu set instrumen kajian yang terdiri daripada tiga bahagian iaitu PKM, budaya organisasi, dan komitmen guru dengan nilai alfa Cronbach masing–masing 0.881, 0.921, dan 0.852 telah digunakan dalam kajian ini. Secara deskriptifnya, dapatan kajian ini menunjukkan: (i) Kebanyakan responden iaitu 65.6 peratus mempunyai persepsi bahawa amalan PKM di sekolah mereka adalah pada tahap yang sederhana manakala persepsi 30.4 peratus responden berada pada tahap tinggi; (ii) Sebanyak 67.3 peratus responden mempunyai persepsi bahawa budaya organisasi mereka berada pada tahap yang sederhana positif; (iii) Kesemua responden berkomitmen sederhana dan tinggi. Di samping itu, penganalisisan data menunjukkan terdapat hubungan yang positif dan signifikan antara budaya organisasi (r = 0.725) dan komitmen guru (r = 0.901) dengan tahap PKM pada aras signifikan 0.01. Hasil kajian daripada analisis regresi pelbagai kaedah ‘Forward’ pula menunjukkan budaya organisasi dan komitmen guru merupakan peramal yang telah berjaya menyumbang sebanyak 81.7 peratus dalam pelaksanaan PKM ini. Kata kunci: Pengurusan kualiti menyeluruh, budaya organisasi, komitmen guru The aim of this research was to study factors associated with Total Quality Management (TQM) in secondary schools Bukit Mertajam zone. Factors that were studied are organizational culture and teachers’ commitment. This descriptive correlational survey research involved a total of 300 teachers from 19 secondary schools in Bukit Mertajam zone that were selected using the simple random sampling method. A set of research instrument comprising of the three section, namely TQM, organizational culture and teachers’ commitment with Cronbach Alpha value 0.881, 0.921 and 0.852 respectively has been used in this research. In descriptive terms, the research findings showed that: (i) Most of the respondents, 65.6 percent perceived the practice of TQM in their schools was at the moderate level while 30.4 percent respondents perceived the practice of TQM was at the high level; (ii) A total of 67.3 percent respondents perceived their organizational culture as moderate positive level; (iii) All respondents were at the moderate and high commitment. In addition, the data analysis showed that there were positive and significant relationships between the organizational culture (r = 0.725) and teachers’ commitment (r = 0.901) with the level of TQM at significent level = 0.01. Findings of the “Forward” method of multiple regression showed that organizational culture and teachers’ commitment were the predictors in which have successfully contributed 81.7 percent to the practice of TQM. Key words: Total Quality Management, organizational culture, teachers’ commitment

scholarly journals Agile Transformation at Scale: A Tertiary Study

2021 ◽  
pp. 3-11
Author(s):  
Suddhasvatta Das ◽  
Kevin Gary
Keyword(s):  
Large Scale ◽  
Software Industry ◽  
Future Research ◽  
Small Scale ◽  
Agile Processes ◽  
Current State ◽  
Research Findings ◽  
State Of Research ◽  
Agile Software ◽  
Tertiary Study

AbstractDue to the fast-paced nature of the software industry and the success of small agile projects, researchers and practitioners are interested in scaling agile processes to larger projects. Agile software development (ASD) has been growing in popularity for over two decades. With the success of small-scale agile transformation, organizations started to focus on scaling agile. There is a scarcity of literature in this field making it harder to find plausible evidence to identify the science behind large scale agile transformation. The objective of this paper is to present a better understanding of the current state of research in the field of scaled agile transformation and explore research gaps. This tertiary study identifies seven relevant peer reviewed studies and reports research findings and future research avenues.

scholarly journals Secondary Schools in the New Zealand Social Order, 1840-1903

2021 ◽  
Author(s):  
◽  
Ian Andrew McLaren
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
North American ◽  
Social Order ◽  
Future Expectations ◽  
Seed Potatoes ◽  
The North ◽  
Additional Burden ◽  
Small Holding ◽  
Real Person

<p>The New Zealand pioneer, like the North American frontiersman, has become to many New Zealanders a romanticized symbol rather than a real person struggling to adapt to a strange and often frightening environment. 'As ye sow so shall ye reap' was for the pioneer farmer an injunction to be taken literally. After exhausting his resources in buying his small-holding the pioneer farmer 'would start on foot and alone...with a heavy swag of tools etc, on his back, to which, on passing the last older settler, would be added the additional burden of a kit of seed potatoes and some rations. With these he would camp down on his future lowly home and would work hard, for long hours on very scanty fare...to hurry in a patch of potatoes, and to make a pig-proof fence round it. He would then beat a retreat to the more settled districts, where he would seek employment until his little crop of potatoes was grown when he would return with a heavier load of rations...and this time he would be able to put in a larger crop and to build a whare, so that the next season he might have the joy of conveying his family to the scene of their future expectations. But it was hand work, and there were many privations to undergo for the first few years....'</p>

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