Learning


Journal articles about Learning

The latest ten articles from our journals on this subject.

Trevor McDonald, Christina Thornley, Francisco Ciriza, Katalin Behumi and Rosemary Staley
set 2011: no. 2
47

It has been suggested that focusing on the metacognitive skills secondary students need to make informed decisions about literacy challenges they encounter is a central element in raising literacy achievement. However, it is also recognised that struggling students are often not metacognitively skilful and are reluctant to use skills once taught them. This article uses findings from years 3 and 4 of a 5-year project in the south-west of the United States to discuss the approaches used to support students in raising their literacy achievements through a focus on metacognition.

Asri Parkinson, Jude Doyle, Bronwen Cowie, Kathrin Otrel-Cass and Ted Glynn
set 2011: no. 1
3

When their funds of knowledge and experiences from home and the community are connected to their school learning, students' learning is supported. In this study teachers used "home learning books" to invite contributions from home into science teaching and learning in the classroom. The flow of knowledge between home and school engaged students and whānau and enriched the science learning.

Michael Harcourt, Gregor Fountain and Mark Sheehan
set 2011: no. 2
26

This article critiques a recent professional development course for history teachers that explored how students could use memorials and heritage sites to engage with the concept of significance and how this could contribute to them developing expertise in historical thinking. The course challenged teachers to consider historical significance in terms of disciplinary characteristics (as opposed to memory-history), to move away from the teacher transmission/storytelling model and to incorporate the key competencies in their teaching.

Susan Gray
set 2011: no. 3
39

This article explores how two pairs of secondary content teachers drew on their knowledge of language and second-language acquisition to plan and implement a language-focused lesson sequence in their subject areas. The mathematics and social studies teachers were surprised at the extent to which this language-focused approach engaged their students and developed their cognitive academic language ability in the respective topics.

Glenda Anthony and Liping Ding
Curriculum Matters 7: 2011
159

International comparative studies offer unique opportunities to interrogate and challenge embedded practices within education systems. In this paper we explore the textbook presentation of fractions from a Chinese text. The fraction tasks reviewed in the Chinese text involve practice on learnt knowledge as well as exercises designed to extend the learnt knowledge to generate integrated knowledge structures and to develop flexible problem-solving abilities.

Rosemary Hipkins
set 2011: no. 3
3

This article draws on several reviews that have documented known challenges for students when learning to use graphs in science contexts. It then illustrates these challenges with examples drawn from the New Zealand Council for Educational Research’s recently developed test series, Science: Thinking with Evidence.

Jannie van Hees
set 2011: no. 3
47

Many 5- and 6-year-old students in low socioeconomic schools have difficulty expressing ideas fluently and coherently in English, which impacts on their ability to participate fully in the classroom and to make the transition to literacy. The classroom has the greatest potential, outside of home and family, to provide the quality and quantity of interaction and expression these children need to expand their English language resources to support their ongoing learning.

Kathrin Otrel-Cass, Bronwen Cowie and Elaine Khoo
set 2011: no. 3
26

This project explored how ICTs in primary classrooms can enhance the teaching and learning of the practical and theoretical aspects of science. By building on teacher and Years 7/8 student prior knowledge and experiences with ICTs, the authors investigated how ICT use can structure activities that would offer enhanced opportunities for students to actively participate in science. The project generated examples of how ICTs can support ways of exploring and communicating science, and evaluating what has been learnt.

Jody Plummer
set 2011: no. 1
16

What supports students to develop their conceptual understanding? Taking part in focus groups helped the Years 9 and 10 Māori and Pasifika students in this study to focus on understanding the concepts underpinning social studies units, rather than the content. Discussions between students in the focus groups resulted in the students clarifying their understandings and gave formative information to the teacher to help plan next steps.

Craig Steed and Jenny Poskitt
Assessment Matters 2 : 2010
85

This article provides a synthesis of the literature on formative assessment, self-regulated learning and adaptive help seeking. We do this by developing a classroom model of adaptive help seeking. The model focuses on self-regulated learning, within which the processes of adaptive help seeking and interactive formative assessment are theoretically integrated.

Books and CDs about Learning

CHANGING TRAJECTORIES OF TEACHING AND LEARNING
$39.95

This monograph is designed to highlight areas of research strength found at The University of Auckland’s Faculty of Education. The chosen theme of this volume, “Changing trajectories of teaching and learning”, encompasses the Faculty’s strong research presence in ongoing teacher learning and in raising student achievement, particularly in lower decile schools and in the area of literacy. It also encompasses the Faculty’s role in enhancing teaching and learning through researching quality teacher education and social work education.

2 February 2012
THE GREEN GRADUATE
$34.95

The challenge: every student graduates able to think and act as a sustainable practitioner, whatever their field.

31 May 2011
THE CHAMELEONIC LEARNER
$39.95

Author Dr Roseanna Bourke takes the reader on a fascinating exploration of learning: the theory, practice and young people’s take on it. What do you say to a young person who tells you her brain is an eighth full? Or to the one who says he only knows he has learned something when he receives a stamp or a sticker? This book is about how learners conceptualise learning, how they self-assess their own learning and why context matters. It shows how, just as a chameleon changes colour, learners change and adapt their approach to learning depending on the situation.

1 November 2010
UNI BOUND?
$27.60

There is nothing like a good story to capture the imagination and help us engage with other people’s experiences. This book is made up of fifteen such stories, written by young New Zealanders as they look back on their individual journeys from school to tertiary education. They come from rural and urban schools located mostly in economically disadvantaged communities, and many are the first in their family to embark on university studies.

26 May 2010
ENGAGING YOUNG PEOPLE IN LEARNING
$30.67

In this book United States researchers contribute their insights to New Zealand thinking on the important topic of student engagement. Professor Jeremy Finn describes what drives student disengagement and the key components to tackling it. Sandra Christenson focuses on Check & Connect, a practical programme targeting the most at-risk students and aimed at reducing school dropout rates.

2 June 2009
THE KEY COMPETENCIES: EXPLORING PPC KIT
$46.00

This pack includes:

8 June 2008
MAKING CLASSROOM ASSESSMENT WORK
$36.80

In simple and easy to follow steps, Making Classroom Assessment Work shows how teachers can use assessment to boost learning. When students know what needs to be achieved, are responsible for self-assessing, and get feedback that shows the next steps for success, that’s assessment for learning. The results are engaged, self-directed lifelong learners.

This book illustrates how to:

8 June 2008
DISCIPLINING AND DRAFTING
$30.36

Will today’s curriculum prepare secondary school students for life in the 21st century?

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.

They take a specific look at the curriculum that is taught in Years 11–13 and how it will need to change to be relevant in the developing knowledge society.

1 June 2008
THE HIDDEN LIVES OF LEARNERS
$40.84

The Hidden Lives of Learners takes the reader deep into the hitherto undiscovered world of the learner. It explores the three worlds which together shape a student’s learning – the public world of the teacher, the highly influential world of peers, and the student’s own private world and experiences. What becomes clear is that just because a teacher is teaching, does not mean students are learning.

8 June 2007
LEARNING TO DO RESEARCH
$25.30

Learning to do Research opens a conversation about a very common learning activity—researching to find things out. It has been written for teachers and interested others who work with learners across all the school years.

It questions common assumptions about what research is and could be as a learning activity:

8 June 2006
FUTURE THINKING
$46.00

Future Thinking describes an innovative programme developed for Year 9 students at Hamilton Boys' High School.

The programme aims to provide students with the foundation skills they need in order to become intelligent, autonomous learners. It enables students to develop the ability to think in new ways, to expand their reasoning processes, and to acquire skills that are essential to realising their full potential.

2 June 2004