Hot off the press
Teachers and principals know that students learn best when involved, challenged and inspired. An integrated curriculum offers teachers the tools to engage, extend and enthuse students. Connecting Curriculum, Linking Learning bridges a gap in the literature on curriculum integration. Based on current New Zealand classroom research, this book provides vivid portraits of teachers' practice, and reveals the strengths and weaknesses of an integrated approach. Featuring drama as inquiry alongside other arts-inspired approaches to integration, Connecting Curriculum, Linking Learning reflects the ethos of the New Zealand curriculum.
The second edition of Discovery updates, expands and illustrates Helen May’s foundation book on the discovery of new and often radical ideas concerning the care and education of young children in institutions established outside of the family home.
Out now
Edited by Joce Nuttall
This issue of set begins by taking a well-grounded, practice-informed look at conditions that support teachers to be learners when they inquire into their practice. Learning on the job can be demanding, but ultimately very satisfying for teachers if it leads to positive changes for their students. The importance of strong leadership is emphasised, with a focus on “walking the talk” by being an active inquirer yourself—reading teachers, for example, benefit by being active readers themselves. A focus of this issue is integrated learning and student inquiry. Beyond these areas, other articles explore various important aspects of students’ learning in addition to the more usual cognitive focus. These include: values identified in the New Zealand Curriculum; what “respect” might look like in a senior secondary mathematics classroom environment; and how one small group of teachers’ thinking about “Pasifika values” actually contributed to their students being under-served, rather than contributing to keeping them engaged and achieving as intended.
This issue of Early Childhood Folio has a diverse range of articles focusing on highly relevant and current pedagogical issues. Several involve case studies, where in-depth analysis enables opportunities for learning and development afforded by pedagogy and the environment to be highlighted. Some offer new methodological approaches, including the use of a “mosaic approach” to investigate “voices” of child and adult participants, kaupapa Māori methodology to illustrate culturally valid forms of assessment within contemporary Māori early childhood settings, and the use of a model of participation in home-based settings.
This issue of Curriculum Matters celebrates a range of positive acts of thoughtful critique in response to a prevailing climate of educational change. While some authors take an overt and deliberate stand against current curricular and educational policy directions, others quietly keep progressive ideals alive through their creative, reflective and innovative practices.
Agnes McFarland (Ētita)
Ko te tuhituhi o te whakaritenga o te whakaaro o tēnei pukapuka he whakatakoto huarahi ki ngā kāinga kōrero i tipu i roto i ngā tau kia kaua e wareware kia kitea ō mātau, ō tātau kanohi ngā kaituhi, ēnei kaituhi ki ngā hapori reo o tōu whānau, hapū, iwi. Kai kona te tika, kai kona te ora, kai kona e hora ai te kupu kia kaua e noho noa ki runga i te whārangi kohokoho, maremare ai. Koia te kaupapa o tēnei tuhituhi kia tipu ngā momo whakataurite, te anga whakaputanga o ngā whakahoutanga o te whakaaro mā tātau katoa ngā kaituhi me te hunga kai te piki ake.
Cathy Wylie
What was the real effect of the radical Tomorrow’s Schools reforms? Has New Zealand’s school system improved as a result? What changes are needed now to meet our expectations of schools?
This is the definitive and compelling story of New Zealand school self management over more than two decades. Cathy Wylie explores the paths taken and the growing tensions of a system that left too much to chance.
This report presents the findings of a kaupapa Māori research project called Kia Puāwaitia Ngā Tūmanako: Critical Issues for Whanau in Maori Education. We asked a variety of whānau the question: What sorts of educational research would be of benefit to your children and whānau in education? The aim was to use the whānau responses to refine a Māori-led and whānau-informed research agenda for Te Wāhanga.
Ka nui te rekareka o Te Wāhanga ki te tuku i tēnei putanga motuhake o set, ko Te Haere a ngā Ākonga Māori i ngā Ara Rapu Mātauranga te arotahinga. Katoa ngā tuhinga o tēnei putanga, mō ngā kaupapa rangahau e tāpae kōrero ana ki te ao rapu mātauranga o Aotearoa, he kitenga rangahau ko te taunakitanga tonu tōna tūāpapa. Hei aha? Hei whakapai ake i te takahi haere a ngā ākonga Māori me ō rātou whānau i ngā ara kimi mātauranga o Aotearoa.
This special edition of set focuses on Te Māori i ngā Ara Rapu Mātauranga—Māori Education. All articles in this edition are based on the work of researchers who are aiming to provide the education system in Aotearoa New Zealand with evidence-based research findings that can contribute to improving the educational experience of Māori students and their whānau.