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NZCER Journals Online

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Filter journal articles by using one or more of the options below. To start over delete or deselect the items in all fields.

Access and opportunity: Student perceptions of dual and early enrolment at university
Jenny Horsley

 

Successful early or dual-enrolled students demonstrating competence in their university studies have not necessarily demonstrated strong performance in their high school studies. Some students report feeling bored in high school, identifying the importance of curricula meeting perceived academic needs. Following an exploratory study (n=90) which investigated perceptions of New Zealand students with experience in either dual enrolment at school and university, or early enrolment at university, many questions for teachers and school policy makers emerged. These relate to decisions about what constitutes appropriate content for high-ability students, whether all teachers are able to deliver such content, and whether school policies and procedures enable these students to access curriculum commensurate with their ability.
2013
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Book reviews

Nairn, K., Higgins, J., & Sligo, J. (2012). Children of Rogernomics: A neoliberal generation leaves school. Otago University Press. Reviewed by Jennifer Tatebe

Kalantzis, M., & Cope, B. (2012). Literacies.  Cambridge University Press. Reviewed by Rebecca Jesson
 
Dann, C. (2012). Food@home.  Canterbury University Press. Reviewed by Wendy Slatter
 
Rata, E. (2012). The politics of knowledge in education. New York: Routledge. Reviewed by Roger Openshaw
2013
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Checking the STAR norms
Charles Darr

 

In this edition of Assessment News we take a close look at the new Supplementary Tests of Achievement in Reading (STAR). In particular, we consider how confident teachers can be in comparing their students’ test scores against the national norms that have been published by the New Zealand Council for Educational Research (NZCER).
2013
Assessment tools, Charles Darr
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Editorial
Josie Roberts
2013
Josie Roberts
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Exploring whole-school approaches to education for sustainability
Chris Eames, Faye Wilson-Hill and Miles Barker

 

There is growing interest in the development of education for sustainability (EfS) in New Zealand schools. Over a third of all schools are now part of the Enviroschools Programme, and the term “sustainability” appears prominently
in The New Zealand Curriculum. Yet there is much still to be understood about how to develop effective EfS. One aspect that has been suggested for enhancing EfS is a whole-school approach, but there is little research evidence to guide teachers in what such an approach might look like. This article reports on a 2-year Teaching and Learning Research Initiative (TLRI) funded project that explored whole-school approaches to EfS in our schools. Action research in six schools resulted in the development of a whole-school framework in EfS that can be used as a professional learning tool.
2013
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Improving learning opportunities: Why schools can’t do it on their own
Cathy Wylie

In this article Cathy Wylie, a chief researcher at the New Zealand Council for Educational Research, provides an account of New Zealand’s education system from the introduction of self-managing schools under Tomorrow’s Schools through to the present day. Dr Wylie draws on her recent book Vital Connections to critically examine the assumptions and structures that have underpinned self-managing schools. Her book describes the many ways in which schools are disconnected from the Ministry of Education and from one another. She suggests that much stronger connections and relationships are needed, locally and centrally, to address the fundamental challenges that schools face today, especially with regard to improving the educational futures of “priority learner groups”.

2013
Cathy Wylie, Educational policy; structure and systems, School governance and management
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Like minds learning well together: Improving academic, social, and emotional outcomes for gifted students
Joanne Bate and Deb Clark

 

Gifted students benefit from time spent with like-minded peers. This article outlines the value of grouping gifted students together and looks at different ways this can be done. It also describes a research study conducted by Clark, one of the authors of this article. The research explores the academic, social and emotional benefits for students who attend Gifted Kids, a New Zealand withdrawal programme which caters for academically and creatively gifted students. Clark’s study found that attendance at Gifted Kids had cognitive, social and emotional benefits for gifted students, and that being together with like minds was a key element to their learning.
2013
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Student ethnicity
Melinda Webber

Printouts of students’ ethnicities can help remind teachers that they are responsible for educating, and responding to the needs of, students with a range of ethnicities. However, such bare-bones information is very unlikely to fully represent students’ identities. This is especially so for students with multiple ethnicities. A simple list cannot begin to convey the complex and ever-changing nature of students’ ethnic identities. Culturally responsive pedagogy is dependent, in part, on teachers getting to know their students at a deeper level, by teachers not being afraid to raise gritty questions about how their students relate to their own ethnicities and those of others, and by teachers being competent and comfortable in responding to whatever comes to light, both in terms of taking the conversations further and in creating learning opportunities to suit.

2013
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Student inquiry and curriculum integration: Ways of learning for the 21st century? (Part B)
Sally Boyd

This article explores what approaches to inquiry and integrated inquiry might look like if given a 21st-century learning frame. It is the second of two articles about student inquiry and curriculum integration. (Part A appeared in set no. 3, 2012.)

2013
Curriculum and assessment, Sally Boyd
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Students’ understanding and searching of the Internet
Craig Paterson, Ruth Williams and Tony Hunt

It is estimated that the World Wide Web contains more than 7.8 billion pages. As a consequence, how children understand how to find and use information on the Web is becoming increasingly important. This article details a study that investigated the strategies that a small group of Year 6 children used in accessing information from the Web. The authors consider the implications of these findings for the ways in which teachers approach information literacy and the changing role of the Internet in schools.

2013
ICT
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