Paula Robinson and Claire Bartlett
Early Childhood Folio Vol. 15 No. 2 (2011)
10
The authors of this article had been exploring the notion of continuity for an individual learner, and this led them to also explore the notion of continuity within the bigger picture. They provide an example of what they call a centre storyline: an ongoing project that developed over an extended period of time and across a number of experiences. They called this storyline “Stone Crazy”. The article analyses this storyline in terms of the relationship between an intentional teacher and an intentional learner.
Lenore Adie
Assessment Matters 3: 2011
5
The purpose of this paper is to understand how teachers’ identities as assessors in a standards-referenced assessment system may be developed through their participation in online social moderation meetings. In these meetings, teachers negotiate and share their understandings of assessment standards and judgement decisions. In particular, the paper focuses on the relationship between the technology, the moderation processes and teachers’ development in this assessment system.
Andrew Cardow and William W. Kirkley
Curriculum Matters 7: 2011
138
In November 2007, changes to the New Zealand curriculum were published, with an expectation that schools would fully implement these changes by February 2010 (Schagen, 2011, p. 1). Among the changes were aspects that encouraged greater recognition of an entrepreneurial orientation. We set out to gauge the understanding preservice teachers have of entrepreneurship. We found divergent perspectives on whether entrepreneurship is more closely associated with economic processes and commercial activity, or can be more broadly applied to subject areas such as the arts, languages and music.
Yvonne Smith, Keryn Davis and Sue Molloy
Early Childhood Folio Vol. 15 No. 2 (2011)
15
In this article, Yvonne, a junior school teacher, describes how she decided to explore how key competencies could be integrated into the daily programme, and assessed, without creating extra workload for teachers. The article outlines how, with support from research co-ordinators Keryn and Sue, Yvonne developed a way in which she could document the learning of key competencies and the learning of the subject-related learning areas at the same time.
Nikki O'Connor and Susie Greenslade
Early Childhood Folio Vol. 15 No. 2 (2011)
30
Two teachers research the documentation, continuity and complexity of key competencies in their combined new entrant, Year 1 and Year 2 classroom. They wanted to find ways to make the continuity visible without losing the complex interconnection of three aspects: key competencies, subjects and topics of interest. They saw the value of analysing case studies, and began to describe them as co-constructed pathways of learning. This article sets out the case study for one of the children, Kaleb, analysing the learning using four dimensions of strength.
Rawiri Hindle, Catherine Savage, Luanna H. Meyer, Christine E. Sleeter, Anne Hynds and Wally Penetito
Curriculum Matters 7: 2011
26
In New Zealand the majority of students attend schools that reflect the dominant mainstream context, yet these schools include indigenous Māori and learners from diverse cultural and language backgrounds. By building on contemporary cultural knowledge and students’ own experiences, the arts have the potential to enhance educational outcomes for a diverse student population. This research examines the effects of an intensive programme of teacher professional development in culturally responsive pedagogies on classroom activities and learning experiences in the arts.
Philippa Hunter
Curriculum Matters 7: 2011
48
This paper conceives history in the New Zealand curriculum as a curriculum problem. In exposing this problem, history’s identity is thrown into question. I outline a motif of disturbance in light of my professional experiences of history curriculum and assessment policy shifts (1990s to 2010). From a critical pedagogy stance, I conceive the national curriculum’s events-based orientation to history as traditional and played out in pedagogy as exclusive cultural reproduction.
E. Jayne White
Early Childhood Folio Vol. 15 No. 1 (2011)
2
This article examines the early childhood curriculum in action by looking at two oppositional forces that are at play: authoritative discourse (which is perceived as uncontestable) and internally persuasive discourse (which is open for debate). Unless challenged by knowledgeable teachers, authoritative discourse may dominate. When this occurs, there is little place for uncertainty (that is, “dust”)— significant parts of the curriculum may go underground (that is, get swept under the whāriki).
Carol Mutch
Curriculum Matters 7: 2011
1
In a year of unprecedented events in New Zealand’s history, in which I was to lose people close to me and in which I saw firsthand the toll taken on my hometown community of Greymouth and my current place of residence, Christchurch, I cannot reflect on this year in curriculum without relating it to those events. As I write this, the clean-up of the oil spill following the Rena’s grounding off Tauranga is also underway—another example to support the points I will make.
Brenda Fa'alogo McNaughton
Assessment Matters 3: 2011
140
The implementation of best practice models for assessment begins with teachers who are working in their own classes to integrate strategies into their teaching context. The effect of best practice strategies is greatly increased when there is a meeting of minds between teachers, students, school managers, academics, policy makers and, increasingly, educational consultants.
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