Penni Cushman and Tracy Clelland
set 2011: no. 3
17
Media headlines ensure that we are constantly reminded of the presence of bullying in our schools. This article draws on responses to a national survey on barriers to student learning. The strategies that primary and secondary schools that responded are implementing to address bullying are discussed in relation to the approach known as “health promoting schools”—an approach that is internationally recognised for its effectiveness in addressing mental health issues in schools.
Rachel Bolstad
set 2011: no. 1
31
What does the term "student voice" mean to you? Does it mean listening to students' opinions? Involving students in decisions about their learning? Giving students equal say in decisions about school management and governance? This commentary analyses and critiques the ways we tend to think about young peoples' responsibilities, roles and rights to participate.
Marjolein Whyte
Early Childhood Folio Vol 14 no.2 (2010)
21
Currently early childhood teachers often ask parents or whānau to write comments in response to their child’s Learning Story. However, it can be difficult to obtain a contribution that leads to parents/whānau participating in their child’s learning and in planning for further learning experiences. This article reports on the development of a new way of involving parents/whānau in assessment—through shared dialogue between the child, parents/whānau and teachers.
Ruth Reynolds and Sue Lane
Curriculum Matters 6 : 2010
120
In an attempt to develop tolerance and acceptance of other cultural groups, teacher educators from the University of Newcastle worked with members of the local African community to develop a creative arts programme for young school children. The process of engaging with the African cultures, the school teachers and students, and different aspects of the creative arts led us in directions, through an action research cycle, that we could not have anticipated.
Carol Bartle and Judith Duncan
Early Childhood Folio Vol 14 no.2 (2010)
31
In developing Ministry of Health guidelines for early childhood education (ECE) services to support breastfeeding, the authors of this article consulted widely with the health and ECE sectors early in 2009. The article discusses the main themes and issues raised by the parents, educators, advocates and health representatives who participated.
James Graham, Luanna H. Meyer, Lynanne McKenzie, John McClure, and Kirsty F. Weir
Assessment Matters 2 : 2010
132
New Zealand’s previous examination-based secondary assessment system can be viewed as encompassing cultural values presenting unfair challenges for indigenous and other nonmajority students. The standards-based National Certificate of Educational Achievement (NCEA) incorporates enhanced flexibility, student choice and grading practices independent of comparisons with others. These features may be a better match for the educational aspirations of collectivist cultures, yet little is known about the views of Māori and Pacific students and their parents on NCEA.
Corine M. P. Rivalland and Joce Nuttall
Early Childhood Folio Vol 14 no.1 (2010)
28
Education settings are one of the key points of contact new migrants have with their host society, so the way early childhood teachers negotiate multiculturalism is important. This article is based on a study from Australia, one of the most multicultural nations on Earth. It examines how, in implementing equality by treating new-migrant families “the same”, the early childhood centres that took part might inadvertently be fostering inequality.
Colleen Higgins
Early Childhood Folio Vol 14 no.1 (2010)
23
The transition into early childhood education is a big step for children and their parents. It can help a child settle in if one teacher becomes their “primary caregiver”, giving them someone to relate to and the parents someone to communicate with. This action research project looks at one centre’s “key teacher” system and transition processes and how well they work.
Sally Robertson
set 2010: no. 3
22
Despite New Zealand being a water-loving nation, we do not have a good track record when it comes to water safety. Last year the New Zealand Council for Educational Research surveyed schools to gather information about their pools and aquatic education programmes for Water Safety New Zealand. This article looks at some of the findings from this survey. In particular it focuses on the ways in which communities were working to help ensure that young people were learning to swim, and discusses some of the benefits and challenges of community involvement.
Linda Mitchell, Yvette Simonsen and Maggie Haggerty
Early Childhood Folio 13 (2009)
16
Wadestown Kindergarten’s Centre of Innovation project investigated multimodal literacies and their roles in communicative competence and meaning. This article explores the powerful insights into children’s literacies that emerged from finding out about the “funds of knowledge” families hold about their child.
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