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Rosemary (Rose) Hipkins
- PhD, Deakin University, Melbourne.
Rose has been involved in a number of projects related to the development of a ‘capabilities’ approach to curriculum design:
- The overall approach is summarised here.
- This paper explains the approach for an international audience.
- Published in 2014, the book Key Competencies for the Future draws clear lines of connection between the in-principle idea of key competencies and the future-focused nature of the changes in students’ learning experiences they are intended to foster.
- The trajectory of our curriculum design thinking, moving from the initial concept of “key competencies” in the New Zealand Curriculum, to the weaving of capabilities, is summarised here.
- An initial set of five “science capabilities for citizenship” formed the prototype for this ongoing programme of work.
- The science education team at NZCER has drawn on students’ responses to questions in the National Monitoring Studies of Student Achievement (NMSSA) to create guidance and advice for teachers concerning the nature of progress in developing students’ science capabilities and to provide some insights into how and why they responded to challenges they encountered when completing NMSSA science assessment tasks.
- NZCER has created sets of planning decks to support practical curriculum design thinking in schools. The initial set, which models the weaving approach, can be found here.
In 2018 Rose led a review of future-focused assessment literature to prepare the report Trends in assessment for the Ministry of Education. Her concern with maintaining the fidelity of the curriculum in high-stakes assessments is reflected in the book NCEA in Context, co-authored with two colleagues from Victoria University of Wellington. The three authors have also published an article exploring the effect of high-stakes assessment on the representation of epistemic knowledge in the enacted curriculum. Rose continued this exploration of the senior secondary curriculum by co-publishing an article that compares the Israeli and New Zealand approaches to curriculum and assessment.
Other recently completed projects include: an exploration of curriculum integration; and a study of senior secondary students’ subject choices in relation of the future of work.
Rose serves on the editorial boards of several journals and particularly enjoys helping teacher-researchers shape their experiences and insights for formal publication. She has also supported a number of TLIF (Teacher Led Innovation Fund) projects over the years of this fund’s existence.
In 2019 Rose was made a Member of the New Zealand Order of Merit for services to science education.
Publications related to school curriculum and key competencies:
Hipkins, R. (2009) Meaning making for democratic participation. Paper presented at AARE Conference, Canberra, Tuesday December 1, 2009.
Hipkins, R. (2009). The role of inquiry in 21st century learning in English. English in Aotearoa, 69, 28-35.
Hipkins, R., & Twist, J. (2009). Children's literary engagements with texts: Preliminary findings from the Lifelong Literacy research project. In M. Sinclair (Ed.), A journey of discovery: Facilitating the initiation and application of schooling research (pp. 31-41). Auckland: Cognition Institute.
Hipkins, R., Cowie, B. and Boyd, S. (2009). The collaborative path to implementation: Insights from the NZCER Curriculum Conference Series. Wellington, NZCER Press.
Cowie, B., Hipkins, R., Boyd, S., Bull, A., Keown, P., McGee, C., with Bolstad, R., Cooper, B., Ferrier-Kerr, J., Hume, A., Mckim, A., Moreland, J., Morrison, M., Spiller, L., Taylor, M., & Yates, R. (2009). Curriculum Implementation Exploratory Studies: Final report. Wellington: Ministry of Education. www.educationcounts.govt.nz/publications/curriculum/57760/1
Joyce, C. and Hipkins, R. (2009, September). Assessment dilemmas when “21st century” learning approaches shift students into unfamiliar terrain. Paper presented at International Association for Educational Assessment 35th annual conference, 13-18 September, Brisbane, Australia.
Wylie, C., Hipkins, R. and Hodgen, E. (2009). On the edge of adulthood: young people's school and out-of-school experiences at 16. Wellington, Ministry of Education.
Hipkins, R., Cowie, B., Boyd, S., & McGee, C. (2008). Themes from the Curriculum Implementation Case Studies. Ministry of Education. http://nzcurriculum.tki.org.nz/.
Hipkins, R. (2006). Learning to do research: Challenges for students and teachers. Wellington: New Zealand Council for Educational Research.
Publications related to assessment and NCEA:
Darr, C. & Hipkins, R. (2020). Opportunities to reframe moderation practices in the wake of the COVID-19 pandemic. set: Research Information for Teachers, 2, on-line first
Hipkins, R. (2009) Designing extended, creative learning experiences and gathering evidence of success in meeting competency-related curriculum goals: a case study of innovation in a New Zealand school. Paper presented at IAEA conference, Brisbane, September.
Hipkins, R., & Vaughan, K., with Beals, F., Ferral, H., Gardiner, B. (2005). Shaping our futures: Meeting secondary students' learning needs in a time of evolving qualifications. Final report of the Learning Curves project. Wellington: New Zealand Council for Educational Research.
Hipkins, R. (2004). Changing school subjects for changing times. Paper presented at PPTA Conference: Charting the future, The Way Forward for Secondary Education, 18–20 April 2004, Wellington.
Hipkins, R. (2004). The NCEA in the context of the knowledge society and national policy expectations. New Zealand Annual Review of Education, 14, 27-38.
Hipkins, R., Vaughan, K., Beals, F., & Ferral, H. (2004). Learning curves: Meeting student learning needs in an evolving qualifications regime: Shared pathways and multiple tracks: A second report. Wellington: New Zealand Council for Educational Research.
Hipkins, R., & Vaughan, K. (2002). From cabbages to kings, a first report: Learning curves: Meeting student needs in an evolving qualifications regime. Wellington: New Zealand Council for Educational Research.
Hipkins, R. (2020). Beneath the surface of timetable changes. New Zealand Principal, 35(3), pp.25-29.
Hipkins, R. (2019). Weaving a local curriculum from a visionary framework document. European Journal of Curriculum Studies, 5(1), pp.742-752.
Hipkins, R. & Cameron, M. (2018). Trends in assessment: An overview of themes in the literature. Wellington, New Zealand Council for Educational Research.
Hipkins, R. (2017). Nurturing citizenship: road safety as a rich context for learning. Wellington, New Zealand Transport Agency.
Hipkins, R., Whatman, J. & Felgate, R. (2017). Exploring the impact of the Teaching and Learning Research Initiative (TLRI). Wellington, New Zealand Council for Educational Research.
Peralta, L., Rowling, L., Samdal, O., Hipkins, R. & Dudley, D. (2017) Conceptualising a new approach to adolescent health literacy. Health Education Journal, DOI: 10.1177/0017896917714812
Commentary and application of research insights:
Hipkins, R. (2019) Thinking critically about PISA. set: Research Information for Teachers, (2), pp.49-52.
Drake, J., Kupers, R. & Hipkins, R. (2017). Complexity – a big idea for education? International School, 19 (2) 30-33.
Hipkins, R. (2017) Assessment capability: A great idea that needs more work. ATA Magazine, 97(4), May 2017.
Hipkins, R. & Cowie, B. (2016) The sigmoid curve as a metaphor for growth and change. Teachers and Curriculum, 16 (2).
Bay, J., Hipkins, R., Siddiqi, K., Huque, R., Dixon, R., Shirley, D., Tairea, K., Yaqona, D., Mason-Jones, A. & Vickers, M. (2016). School-based primary NCD risk reduction: education and public health perspectives. Health Promotion International, 2016, 1–11.
Hipkins, R. (2016) Capabilities are curriculum weaving tools. English in Aotearoa, 90, 16-22.
Hipkins, R. (2016) Does ERO expect science achievement and progress to be reported by curriculum levels? New Zealand Science Teacher, 135, 29.
Publications related to NZCER National Surveys:
Hipkins, R., with Hodgen, E. (2004). National survey of secondary schools 2003. Wellington: New Zealand Council for Educational Research.
Publications related to science education:
Hipkins, R. (2009) Where to now for school science? set reprints 2009, 1-5.
Bull, A., Hipkins, R., Joyce, C., & MacIntyre, B. (2007). Kick Starts; Key Competencies: The water cycle: A science journey: teacher's notes. Wellington: NZCER Press.
Hipkins, R. (2007). The revised curriculum in an international context. New Zealand Science Teacher, 116, 33-34.
Hipkins, R. (2007). A closer look at the content/context dilemma. New Zealand Science Teacher 115: 30-32.
Hipkins, R. (2006). Ontological possibilities the rethinking teaching on the "nature of science". Unpublished PhD thesis, Deakin University.
Hipkins, R., Barker, M., & Bolstad, R. (2005). Teaching the 'nature of science': Modest adaptations or radical reconceptions? International Journal of Science Education, 27 (2), 243-254.
Hipkins, R., & Kenneally, N. (2003). Using NEMP to inform the teaching of scientific skills. A report to the NEMP Board. Wellington: New Zealand Council for Educational Research.
Hipkins, R. et al. (2002). Curriculum, Learning and Effective Pedagogy: a literature review in science education. Wellington: Ministry of Education. [ 1.5MB PDF ]
Hipkins, R., Stockwell, W., Bolstad, R., & Baker, R. (2002). Commonsense, trust and science: How patterns of beliefs and attitudes to science pose challenges for effective communication. Wellington: Ministry of Research, Science and Technology. [ 794KB PDF ]