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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.
Still a compulsory read for all educators!
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.
This adaptable guide invites kaiako to rethink approaches to engaging ākonga, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use The Hikairo Schema for Primary several times over, drawing on their previous experiences to inform and to develop new and innovative ways of facilitating culturally sensitive and inclusive learning settings.
This self-paced guide allows kaiako, whānau, and ākonga to collaboratively co-construct goals and outcomes that are relevant to their learning contexts. Kaiako can adapt The Hikairo Schema for Primary to fit not only their own needs, but their own pace and level of comfort. It is a companion to The Hikairo Schema: Culturally Responsive Teaching and Learning in Early Childhood Education Settings.
Matiu Tai Rātima (Te Whakatōhea / Ngāti Pūkeko) is a senior lecturer in Māori education. He is a former secondary school reo Māori teacher and his research and teaching interests are in culturally responsive teaching in initial teacher education (ITE) and in the second-language teaching and learning of te reo Māori.
Jennifer Pearl Smith (Ngāti Whātua) is a lecturer in Māori education at the University of Canterbury. She is a former primary school teacher. Her main research interests are in responsive pedagogy for culturally diverse students and also in the creation of culturally safe and responsive environments for Māori teachers in mainstream education environments.
Angus Hikairo Macfarlane (Ngāti Whakāue) is Professor of Māori Research at the University of Canterbury. His research and teaching is concerned with indigenous and sociocultural imperatives that influence education and psychology. He has pioneered several theoretical frameworks associated with culturally responsive approaches for professionals working across the disciplines.
Sonja Macfarlane (Ngāi Tahu; Ngāti Waewae) is a Pouhikiahurea (Practice and Implementation Adviser: Māori Focus) at the Ministry of Education, and an adjunct associate professor at the University of Canterbury. Her research and writing focus on culturally responsive evidence-based approaches in education, psychology, and counselling.
This adaptable guide invites kaiako to rethink approaches to engaging ākonga, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use The Hikairo Schema for Secondary several times over, drawing on their previous experiences to inform and to develop new and innovative ways of facilitating culturally sensitive and inclusive learning settings within the progressively specialised learning environments of the secondary school.
This self-paced guide allows kaiako, whānau, and ākonga to collaboratively co-construct goals and outcomes that are relevant to their learning contexts. Kaiako can adapt The Hikairo Schema for Secondary to fit not only their own needs, but their own pace and level of comfort. It is a companion to The Hikairo Schema for Primary and The Hikairo Schema: Culturally Responsive Teaching and Learning in Early Childhood Education Settings.
This adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use the Hikairo Schema several times over, drawing on their previous experiences to inform and to develop new and innovative ways of facilitating culturally sensitive and inclusive learning settings. This self-paced guide allows kaiako, whānau, and tamariki to collaboratively co-construct goals and outcomes that are relevant to their learning contexts. Kaiako can adapt the Hikairo Schema to fit not only their own needs, but their own pace and level of
Angus Macfarlane: Professor of Māori Research, University of Canterbury (UC)
Sonja Macfarlane: Associate Professor, School of Health Sciences, UC
Sharleen Teirney: Deputy Principal, Te Kura Kaupapa Māori o Te Whānau Tahi
JR Kuntz: Senior Research Advisor, Te Rū Rangahau Māori Research Lab, UC
Benita Rarere Briggs: Lecturer in Early Childhood Studies, UC
Marika Currie: Head Teacher, Northland Kindergarten Association
Marie Gibson: Intern, Te Rū Rangahau Māori Research Lab, UC
Roimata Macfarlane: Pouwhakarewa, Northland Kindergarten Associationcomfort.
This is an up-to-date resource written with the aim of improving the literacy of dyslexic students. The authors are experienced university teachers and researchers with expertise in literacy. In putting the book and videos together, they consulted with other university researchers, students with dyslexia, their parents, classroom teachers and principals. In this book and accompanying DVD aim to de-mystify dyslexia and show that there are many practical things classroom teachers can do about it.
- What are schemas and how can they be used to enhance learning?
- How can adults best support schema learning to extend children’s thinking?
This vastly expanded new edition of Thinking Children explores the frequently observed schemas of young children–patterns of behaviour from which understanding and growth is derived–and draws out the nature of this learning.
It is essential that adults working with young children are able to recognise and identify schema learning and understand and support the opportunities for learning they present. Good observational skills are a key element and the book features a Child Observation Schedule.
Rich with case studies and examples, the authors provide an accessible insight into:
- the theory behind schemas and memory development
- curriculum and pedagogy
- supporting schema learning
- schemas an early literacy
They show how schema learning is enhanced when children can choose what they play with, and for how long, in a varied play environment.
Thinking Children will help you feel more confident and knowledgeable about extending schema learning, whether you are a student on a course in early childhood education or whether you are a more experienced practitioner in an early years setting.
The early childhood education sector has become increasingly aware that providing quality early childhood experiences to foster young children's learning and development involves more than simply offering a programme and an environment to operate in. Quality interactions between adults and children are a key factor in promoting learning.
Thinking Together discusses the key aspects of quality adult:child interactions, using many examples drawn from actual observation.
This is the third book in a series of essay collections written in te reo Māori and edited by Agnes McFarland and Taiarahia Black. "Ko te kaupapa o te whare tīpuna me te marae, he pupuri i ngā kōrero tuku iho a te iwi mai anō i ngā tīpuna. He wāhi hai wānanga tahi i ngā kaupapa."
How enduring philosphical ideas can help us make sense of contemporary educational issues.
Explains in plain language just how NCEA works – everything from standards, levels and credits to subject choice. This second edition is essential reading for all secondary school students and their parents.
An innovative pedagogy that will draw out your students’ imagination, engage them, and motivate literacy learning.
Arts integration is a pedagogical approach to teaching and learning that employs arts activities to teach concepts where the focus is on another subject area. The process of arts integration means that students are engaged in doing, making, problem-solving, working collaboratively, and enjoying a voyage of discovery. When working collaboratively the results are seen through engaged students and creative outcomes. In this manner students learn about themselves and others and when working creatively, there are generally no right or wrong answers. This allows students the space to develop confidence and communication skills. When actively involved in making and doing, students retain knowledge. They make decisions, and through problem solving, draw on multiple intelligences to create their own meanings.
It is not necessary for the teacher to be an arts expert. There is no focus on performance or product from an arts perspective, but rather on using arts processes in order to engage students in their learning. The processes are simple and easy to follow through detailed lesson plans.
The lessons are fun but not “for fun”, as there is a serious learning intention behind each of them. To provide guidance, each lesson is matched against subject achievement levels, but it is up to each individual teacher to choose lessons that best suit their classroom. It is hoped that teachers will take the lessons as a starting point, and once comfortable and confident, create their own arts integration lessons.
"I am halfway through my 1 year Master of Teaching and Learning at AUT. I stumbled upon this AMAZING text by Barbara Snook...it has become my new 'bible' for Arts Integrated Curriculum." - Jen Allen
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.
- What is vocabulary?
- How is it acquired?
- What does it mean to “know” a word?
- What are the roles of incidental learning and explicit teaching?
These and many other questions are addressed in this literature review.
There are several suggestions for teaching vocabulary leading to independent use of vocabulary strategies. Four key strategies are described:
- phonemic knowledge
- guessing from context
- morphemic analysis
- dictionary use.
Natalie Kirton is a literacy co-ordinator and facilitator with TEAM Solutions at the Faculty of Education, The University of Auckland.
What does being a New Zealander mean in contemporary times? And what does it mean to be a person of mixed Māori/Pākehā descent? How do people identify within this dual heritage? How can they establish a sense of belonging in both ethnic groups? New Zealand today is a hybrid nation, and becoming more so. At least one in ten of us now identifies with more than one ethnic group. This book aims to provide insights and understandings about the challenges, issues, and benefits associated with being of mixed descent.
Every school leader and teacher knows that the challenges of change are constant and ongoing. Expectations have risen. Weaving Evidence, Inquiry and Standards to Build Better Schools is based on the authors’ involvement in research and development projects that have successfully accelerated students’ learning and achievement throughout the country. All the authors work closely with schools and know what it takes to tackle the tough problems involved in leading, teaching and learning. The book presents sets of principles and practical suggestions to guide schooling improvement efforts with a useful continuum of progression for use in professional development. Mostly, it will provoke thinking, talking and action by all those engaged in building better schools.
Edited by Joce Nuttall
The only volume to bring together New Zealand and international commentary on the history, implementation, and influence of Aotearoa New Zealand’s groundbreaking early childhood curriculum framework. This new edition contains substantial updates of the chapters in the first edition, plus four new chapters: on Pasifika perspectives, working with infants and toddlers, transition to school, and perspectives on play. Authors from New Zealand, Australia, Denmark and the United Kingdom offer their analysis of Te Whariki in ways that will be accessible to student teachers, early childhood educators, academics, and policy makers alike.
This book is written for teachers of young children aged from 5 to 12 years in primary schools who want to support students’ English vocabulary.