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Education Studies in Aotearoa New Zealand
This book provides a comprehensive introduction to the core disciplines, and contemporary concerns, that inform the study of education in Aotearoa. As a collection, the work provides a critical account of education policy trajectories and speculates on their limits and possibilities in the changing social and political landscape of Aotearoa New Zealand in the first half of the 21st century. The work has two aims. First, to serve as an introductory text for students in initial teacher education and other education programmes. Secondly, to be a resource for practitioners, policy makers, administrators and other stakeholders seeking to update their knowledge of the disciplines that comprise education studies, and their application in the current environment. It builds on the premise detailed in the Introduction: that all educational theory--in Aotearoa and beyond--must be understood and applied with due regard to personal, historical, and global context.
The Two-way Street
"This book is a study of Volunteer Service Abroad from its origins until 1974, and of the volunteers who served overseas between 1963 and 1972 ..." -- Introduction.
Doing Educational Research
The book breaks the educational research process down into manageable steps with easy-to-understand explanations and concrete examples.Designed to support educators at all levels to feel confident that they can undertake sound and ethical research, it is a popular text in research methods courses in New Zealand and widely used internationally.
Teaching for Complex Systems Thinking
What do a short car trip, a pandemic, the wood-wide fungal web, a challenging learning experience, a storm, transport logistics, and the language(s) we speak have in common? All of them are systems, or multiple sets of systems within systems. What happens in any set of circumstances will depend on a mix of initial conditions, complexity dynamics, and the odd wild card (e.g., a chance event). While it is possible to model and predict what might or perhaps should happen, it is impossible to be certain. "It depends" thinking needs to be applied. Future-focused literature identifies complex systems thinking as an essential capability for citizenship, and this book sets out to show teachers how t...
Educational Research for the Future
The 1984 Annual Meeting of the New Zealand Council for Educational Research celebrated its 50th jubilee and marked the retirement of John Waston (Director, 1968-1984) by organizing an invitational seminar. The proceedings of this seminar features 13 presentations: "Introduction" (David Philips); "Official Welcoming Address" (M. L. Wellington); "Where Are We Going From 1984: Challenges to Educational Research" (Noeline Alcorn); "Fifty Plus Fifteen Equals 2000" (David McKenzie); "A Secondary School Principal's Views on Directions for Educational Research" (Turoa K. Royal); "A Primary School Principal's Views on Directions for Educational Research" (Wally Hirsh); "The Economy and Education" (Frank Holmes); "The Individual and Education" (Ivan Snook); "Society and Education" (Jack Shallcrass); "Te Wananga o Raukawa" (Whatarangi Winiata); "The Conduct of Educational Research" (John Keeves); "The Future of Educational Research Funding in the Context of Recent Reports on Social Science Research" (Marie Clay); and "Major Issues for Educational Research: Workshop Reports" (Myra Harpham, Cedric Croft, and Whatarangi Winiata). A list of seminar participants concludes the document. (DB)
NZCER, 1934-1984
This bibliography from the New Zealand Council for Educational Research (NZCER) covers the period 1934-1984 and contains NZCER imprints; works by NZCER staff; and articles, papers, and other documents owing their intellectual or material origins to NZCER. It is organized into 22 broad types of readings which are then arranged by year of publication and then by author. The subject readings include: (1) child development; (2) curriculum and teaching methods; (3) documentation; (4) education (foreign countries); (5) education (New Zealand); (6) educational institutes; (7) history of education; (8) information systems and services; (9) Maori education, language, and culture; (10) philosophy of education; (11) planning and development of education; (12) policy and administration of education; (13) politics and economics of education; (14) post secondary; (15) pre-school education; (16) research policy and methodology; (17) sociology of education; (18) special education; (19) statutes and regulations; (20) teachers and teacher training; (21) testing and measurement; and (22) serial publications. The indexes are arranged by author and by keyword (ERIC-based) descriptors. (PN)
Catching the Knowledge Wave?
If this book were a film, it would be rated M-with a caution that 'some viewers may be disturbed by some scenes'. In CATCHING THE KNOWLEDGE WAVE? Jane Gilbert takes apart many long-held ideas about knowledge and education. She says that knowledge is now a verb, not a noun-something we do rather than something we have-and explores the ways our schools need to change to prepare people to participate in the knowledge-based societies of the future. The knowledge society is an idea that is widely discussed, but not well understood. Knowledge is developing a new meaning, one that is quite different to the one our schools were built on. Because of this, knowledge society developments are a major challenge for our schools. We cannot address this challenge by adding more ideas to our existing structures. We need a completely new framework-one that takes account of knowledge's new meaning, but also gives everyone an equal opportunity to succeed. If this seems like a tall order, it probably is-however this book attempts to map out such a framework. This is a book to argue with, to agree or disagree with, but above all to read-the future of our public education system is at stake.
Disciplining and Drafting Or 21st Century Learning?
Authors Rachel Bolstad and Jane Gilbert propose radical new models for schooling that challenge long-held ideas about the purpose and structure of the senior secondary years. In the recent controversy and upheaval over assessment, they say we have failed to think deeply enough about what, and how, senior secondary students should actually learn.
Reflections
This book is about the goals and work of UNESCO and of the New Zealand Commission. This account is not a history but rather an overview of UNESCO generally and of the Commission's work. It includes the reflections of people who have contributed to the Commissions work. Reflections lets their voices speak of the achievements, specific initiatives, and challenges when working for UNESCOs vision in New Zealand and globally. Part 1 describes the beginnings, growth, and work of UNESCO and of the New Zealand National Commission for UNESCO and provides a background for the voices that are the focus of this book, as well describing the Commissions many achievements. The second and main part of the book focuses on the reflections of New Zealanders who worked with and for the Commission. Part 3 considers UNESCOs future and the importance of exemplary Commissions such as New Zealands
Ncea in Context
This is a ground-breaking account of one of the most complicated qualification systems in the world. The National Certificate of Educational Achievement (NCEA) is predominantly used in the senior secondary school in Aotearoa New Zealand. Its introduction between 2002 and 2004 signalled a seismic shift in assessment practice. NCEA in Context offers a compelling account of the educational, social, and political forces that shaped New Zealand's assessment landscape in the years before NCEA, through its implementation, to the present day. This book provides a frank analysis of the constraints, controversies, and compromises that contoured NCEA, while rebuffing the myth that a golden age of asses...
