The involvement of teachers in curriculum change : with special reference to the introduction of programmes in mathematics in primary classes

2021 ◽  
Author(s):  
◽  
Edwin Arthur Palmer
Keyword(s):  
New Zealand ◽  
Special Reference ◽  
Curriculum Change ◽  
Technological Development ◽  
Subject Area ◽  
Department Of Education ◽  
Professional Organization ◽  
Complex Process ◽  
Educational Institute ◽  
To Receive

<p>Curriculum building is a complex process; a process which has in recent years intensified. The rapidity of technological development has placed on educationalists a greater pressure than ever before. Furthermore, the concept of co-operative curriculum building, with the involvement of a wider number of people has come to receive greater acceptance.  This thesis sets out to examine the process of syllabus revision in New Zealand in one particular subject area, mathematics. It aims to evaluate the degree of consultation between the New Zealand Educational Institute, the teachers' professional organization, and the Department of Education which is ultimately responsible for syllabus revision. In particular the thesis wishes to discover the role played by the practising teacher in this revision.</p>

The involvement of teachers in curriculum change : with special reference to the introduction of programmes in mathematics in primary classes

2021 ◽  
Author(s):  
◽  
Edwin Arthur Palmer
Keyword(s):  
New Zealand ◽  
Special Reference ◽  
Curriculum Change ◽  
Technological Development ◽  
Subject Area ◽  
Department Of Education ◽  
Professional Organization ◽  
Complex Process ◽  
Educational Institute ◽  
To Receive

<p>Curriculum building is a complex process; a process which has in recent years intensified. The rapidity of technological development has placed on educationalists a greater pressure than ever before. Furthermore, the concept of co-operative curriculum building, with the involvement of a wider number of people has come to receive greater acceptance.  This thesis sets out to examine the process of syllabus revision in New Zealand in one particular subject area, mathematics. It aims to evaluate the degree of consultation between the New Zealand Educational Institute, the teachers' professional organization, and the Department of Education which is ultimately responsible for syllabus revision. In particular the thesis wishes to discover the role played by the practising teacher in this revision.</p>

(In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC

2021 ◽  
pp. 146394912110279
Author(s):  
E Jayne White ◽  
Fiona Westbrook ◽  
Kathryn Hawkes ◽  
Waveney Lord ◽  
Bridgette Redder
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Vital Role ◽  
New Materialism ◽  
Object A ◽  
Childhood Education ◽  
Mediating Tools ◽  
Teachers And Parents ◽  
To Receive

Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty’s phenomenological concern with the (in)visibility of ‘things’ to illuminate the presence of objects within infant transitions. Drawing on notions of écart and reversibility, we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

Smoothened-mediated Hedgehog signalling is required for the maintenance of the anterior-posterior lineage restriction in the developing wing of Drosophila

Development ◽  
1997 ◽  
Vol 124 (20) ◽  
pp. 4053-4063 ◽  
Author(s):  
S.S. Blair ◽  
A. Ralston
Keyword(s):  
Gene Expression ◽  
Cellular Mechanisms ◽  
Hedgehog Signalling ◽  
Compartment Boundary ◽  
Complex Process ◽  
Normal Site ◽  
Selector Genes ◽  
Signalling Models ◽  
To Receive ◽  
Anterior Posterior

It is thought that the posterior expression of the ‘selector’ genes engrailed and invected control the subdivision of the growing wing imaginal disc of Drosophila into anterior and posterior lineage compartments. At present, the cellular mechanisms by which separate lineage compartments are maintained are not known. Most models have assumed that the presence or absence of selector gene expression autonomously drives the expression of compartment-specific adhesion or recognition molecules that inhibit intermixing between compartments. However, our present understanding of Hedgehog signalling from posterior to anterior cells raises some interesting alternative models based on a cell's response to signalling. We show here that anterior cells that lack smoothened, and thus the ability to receive the Hedgehog signal, no longer obey a lineage restriction in the normal position of the anterior-posterior boundary. Rather these clones extend into anatomically posterior territory, without any changes in engrailed/invected gene expression. We have also examined clones lacking both en and inv; these too show complex behaviors near the normal site of the compartment boundary, and do not always cross entirely into anatomically anterior territory. Our results suggest that compartmentalization is a complex process involving intercompartmental signalling; models based on changes in affinity or growth will be discussed.

Education for Sustainability in Universities: Challenges and Opportunities for Change

2016 ◽  
Vol 32 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Blanche Higgins ◽  
Ian Thomas
Keyword(s):  
Curriculum Change ◽  
Change Agents ◽  
Institutional Culture ◽  
Education For Sustainability ◽  
Complex Process ◽  
Challenges And Opportunities ◽  
Change Efforts

AbstractEducation for sustainability (EfS) is widely supported and researched; however, the broad and deep implementation of EfS in universities that is needed lags behind the goals of change agents. This article reviews literature on change procedures; in particular, curriculum change in universities. Our aim was to develop insights into strategies change agents can use to bolster their efforts to implement EfS. We found that change in universities is commonly acknowledged as a complex process, and that taking account of institutional culture is an integral step in curriculum change efforts. We also explored the struggles and successes of attempts to diversify the curriculum in order to find parallels that EfS change agents can learn from.

scholarly journals Achieving Equity for Māori Children in Reading by 2020

2008 ◽  
Author(s):  
Tom Nicholson
Keyword(s):  
New Zealand ◽  
First Nation ◽  
Teaching Reading ◽  
Learning To Read ◽  
Teaching Of Reading ◽  
Subject Areas ◽  
And Mathematics ◽  
To Receive ◽  
Fair Deal

One of the biggest challenges in this country is to raise Māori achievement in literacy. Māori are the first nation, and it seems unjust that their literacy levels are not on a par with those of Pakeha despite massive efforts to close this gap. In this review it will be argued that Māori children in New Zealand fail to receive a "fair deal" (equity) in learning to read for a number of reasons, but primarily because our schools employ the wrong method of teaching reading. They do not receive a fair deal in other curriculum areas as well, possibly because the same philosophical assumptions about learning that drive our present teaching of reading are also prominent in other subject areas such as science and mathematics (see Matthews, 1995). However, this review will restrict its attention to reading.

scholarly journals Apprenticeship in New Zealand : its development, present organization and administration

2021 ◽  
Author(s):  
◽  
Richard Vaughan Kriby
Keyword(s):  
New Zealand ◽  
Organization And Administration ◽  
Boer War ◽  
Machine Age ◽  
The Village ◽  
To Receive ◽  
Made In ◽  
The Ideal ◽  
The Way

"Lumen Accipe et Imperti ", says the motto of Wellington College; and, in becoming a teacher, after being a pupil of the College, I fully accepted the injunction to receive the light and impart it. But it took the preparation of this thesis on the apprenticeship system to bring home to me the<br>strength of the human impulse implied in those four<br>Latin words.<br>In the ideal, the impulse is personified in Oliver Goldsmith's description of the village schoolmaster who "...tried each art, reproved each dull delay; Allur'd to brighter worlds, and led the way."<br><div>It is this impulse to seek skills and to hand them on which helps to explain the enigma of a system apparently always on the point of being out-moded, and yet surviving time and change, depression and prosperity, wars and its greatest challenge, the machine age.</div><div>In 1898 - before the Boer War - a Member of the New Zealand Parliament announced that a pair of boots had been made in 25 minutes, passing through 53 different machines and 63 pairs of hands. The tone of the brief, ensuing discussion was one suited to the occasion of an imminent demise, and a Bill for improvement of the apprenticeship system then before the House quietly expired.<br><br></div>

Acti-Plan

2014 ◽  
Vol 5 (3) ◽  
pp. 15-24
Author(s):  
María Graciela Badilla Quintana ◽  
Cristian Lara Valenzuela
Keyword(s):  
Elementary Education ◽  
Technological Development ◽  
Learning Opportunities ◽  
Virtual Space ◽  
Community Members ◽  
Professional Performance ◽  
Complex Process ◽  
Pedagogical Models ◽  
Technological Model ◽  
Scientific And Technological Development

Two 3D-learning environments in SecondLife and OpenSim have been developed as part of a grant project called TYMMI -Technology and Pedagogical Models in Immersive Worlds- funded by the National Fund for Scientific and Technological Development (FONDECYT) in Chile. The main objective is to strengthen the professional performance of pre-service teachers (bachelor students), by simulating teaching practices and virtual learning opportunities where the community members join a meeting or class, share and interact in the complex process of assimilation teaching skills. Preliminary results are related to the design of two immersive simulation platforms and to develop a conceptual and technological model for teaching in Immersive Worlds. In this context, the authors created an ACTI-PLAN that allows pre-service teachers to act in two areas: cataloging resources and educational planning. Also, in this virtual space there is an architecture that supports pedagogical proposal that includes classrooms for Mathematic and Language for elementary education.

scholarly journals 184PREGNANCY RATES AFTER ESTRUS SYNCHRONIZATION TREATMENT WITH NEW AND REUSED CIDR-B DEVICES

2004 ◽  
Vol 16 (2) ◽  
pp. 214 ◽  
Author(s):  
C.W. Solorzano ◽  
J.H. Mendoza ◽  
J. Oden ◽  
S. Romo
Keyword(s):  
New Zealand ◽  
Ethylene Glycol ◽  
Prostaglandin F2α ◽  
Estradiol Benzoate ◽  
Direct Transfer ◽  
Estrus Synchronization ◽  
Experimental Conditions ◽  
Statistical Comparison ◽  
Rectal Palpation ◽  
To Receive

It is not well known whether used CIDR devices containing progesterone (P4) combined with estradiol benzoate (EB) and prostaglandin F2α (PGF) can provide acceptable estrus synchronization rates (ESR) and pregnancy rates (PR) in ET or AI programs. Three experiments were designed to study the effect of new and used CIDR-B, with different P4, EB and PGF treatments on ESR and PR in a reproductive program in beef cattle in a tropical climate. Experiment 1 was a control to evaluate ESR and PR in lactating recipient females. All cows (n=284) were treated with a new 1.9-g CIDR (CIDR-B, InterAg, New Zealand), combined with 2mg EB and 50mg P4 on Day 0. CIDR devices were removed on Day 8 and all cows received 0.25mg cloprostenol at that time. Estrus was expected to occur 24h later. Seven days after estrus, all cows showing heat were examined by rectal palpation and those with a CL 15mm in diameter or larger were selected to receive a frozen/thawed embryo (1.5M ethylene glycol=EG) by nonsurgical direct transfer (DT). PR were determined by rectal palpation 60d after estrus. Ninety percent of the cows displayed signs of estrus (256/284) and 40% of those that received a frozen embryo were pregnant (96/239). Experiment 2 was designed to evaluate ESR and PR in dry recipient cows treated with a used CIDR-B (first reuse). All cows (n=274) were treated with a reused 1.9-g CIDR combined with 2mg EB and 50mg P4 on Day 0. CIDR devices were removed on Day 8 and all cows received 0.25mg cloprostenol at that time. Estrus was expected to occur 24h later. Seven days after estrus, all cows that showed estrus were rectally evaluated and those with a CL 15mm in diameter or larger received a frozen/thawed embryo (1.5M EG) by DT. A total of 93% of the treated cows showed signs of estrus (254/274) and 51% of those that received an embryo were pregnant (110/217). Experiment 3 was designed to evaluate ESR and PR in virgin heifers, treated with a used CIDR (second reuse). All heifers (n=414) were treated with a reused 1.9-g CIDR combined with 1mg EB on Day 0. CIDR devices were removed on Day 8 and all heifers were expected to show estrus 24h later. Approximately 12h after estrus, all heifers that showed signs of estrus were inseminated, using frozen/thawed semen from a single bull. Of the treated females, 78% showed signs of estrus (323/414) and 69% of the inseminated were pregnant (223/323). These results suggest that in a CIDR that was used in two previous occasions, there is still a remaining amount of P4 that allows estrus synchronization in heifers. Furthermore, the reutilization of CIDR-B devices can contribute to reduce the costs related to ET or AI programs in cattle. However, the diverse existing conditions among the 3 experimental groups in this study make a statistical comparison impossible. Therefore, further studies are needed, under controlled experimental conditions, to confirm the results obtained.

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