A5046369967- Teacher Education and Leadership Studies
- Educational Environments and Student Outcomes
- Education and Technology Integration
- Education and Critical Thinking Development
- Global Educational Policies and Reforms
- Education Systems and Policy
- Critical and Liberation Pedagogy
- Reflective Practices in Education
- Global Education and Multiculturalism
- Educator Training and Historical Pedagogy
- Diverse Education Studies and Reforms
- Indigenous and Place-Based Education
- Digital Education and Society
- Values and Moral Education
- Evaluation and Performance Assessment
- Online and Blended Learning
- Collaborative Teaching and Inclusion
- Educational Theory and Curriculum Studies
- Higher Education Practises and Engagement
- Educational Challenges and Innovations
- Innovative Education and Learning Practices
- Adult and Continuing Education Topics
- Postmodernism in Literature and Education
- Education Discipline and Inequality
- Digital literacy in education
Edith Cowan University
2024-2025
Auckland University of Technology
2015-2025
University of Auckland
2009-2020
University of Technology Sydney
2016
Education New Zealand
2008
University of the Witwatersrand
1984
In the twenty-first century, learning and teaching at school must prepare young people for engaging in a complex dynamic world deeply influenced by globalisation revolution digital technology. addition to use of technologies, is development flexible spaces. It claimed that these developments demand, lead to, enhanced reflective practice practitioners. This article based on project has used multiple New Zealand case studies engage teachers leaders interviews explore their experiences...
This article is concerned with developing a philosophical approach to number of significant changes academic publishing, and specifically the global journal knowledge system wrought by range new digital technologies that herald third age as an electronic, interactive mixed-media form scientific communication. The paper emerges from Editors' Collective, small New Zealand-based organisation comprised editors reviewers journals mostly in fields education philosophy. result collective writing process.
Lefebvre's triadic conception of spatial practice, representations space and representational spaces provides the theoretical framework this article, which recognises a productive relationship between social relations. Its writing stems from current ongoing qualitative study innovative teaching learning practices in new technology-rich flexible spaces, characterised by large open permeable boundaries diverse furnishings emphasising student comfort, health flexibility. Schooling twenty-first...
Abstract Following up on our recent article in this journal, research note discusses the range of names used Māori school settings for flexible learning spaces (FLS) and innovative environments (ILE), There are various existing FLS/ILE, which fall into two types: individual category names. We consider several these as a way to explore concept provide background positing ‘he wāhi ako’ generic name translates English ‘Māori space(s).’
The use of Public–Private Partnerships (PPPs) in the education sector to construct and maintain schools’ infrastructure is under-researched by Educational Studies specialists. This article presents an assay PPP procure school facilities, notably developed contexts, where arrangements are typically a product neoliberal privatisation education. allow governments contract private partners finance, design facilities exchange for state payments. evaluation complemented critical analysis WA...
The discourse of twenty-first century learning argues that education should prepare students for successful living in the workplace and society. It challenges all educators with idea contemporary is unable to do so, as it designed replicate an industrial age model, essentially rear-focused, rather than future-focused. Future-focused preparation takes account startling effect on economy society caused by rapid technological change, extent future cannot be accurately predicted. a effectively...
Peer review is central to academic publishing. Yet for many it a mysterious and contentious practice, which can cause distress both reviewers, those whose work reviewed. This paper, produced by the Editors' Collective, examines past future of peer in The first sections consider how has been defined practised changing contexts, its educational significance development scholarship. paper then explores major historical contemporary issues around identity, diversity, anonymity, process, related...
Innovative time allocation and timetable organisation can support the aim of providing students with individualised learning opportunities deeper engagement learning. Traditionally, within schools is maintained distributed through Western approaches to administration organisation, which are socially culturally produced often deeply ingrained in practice. The turn Learning Environments (ILE) a growing number international jurisdictions provides opportunity develop alternate organisational...
(2012). Challenging the Domestication of Critical Reflection and Practitioner Reflectivity. Educational Philosophy Theory: Vol. 44, No. 4, pp. 337-342.
Trust, as a philosophical concept in education, seems largely taken for granted, either because it is embedded other discourses, or self-evidently assumed to be one on which there general agreement and understanding. Its associated notions, such confidence belief, have counters concepts disappointment betrayal. These various notions come the fore interpersonal relations that require openness self-critique. Critically reflective practice professional teaching contexts example, where means...
New Zealand's National-led Government, elected in 2008, has pursued a deliberate policy to design and construct modern school facilities around the country. This article argues that this is not simply focused on providing cutting-edge buildings. A more complex agenda fundamentally alter teacher practice and, as Christchurch experience suggested, consolidate schooling provision. The provides background understanding role of building why it developed significant educational issue, particularly...
Educational researchers and academics cannot ignore the ever-present call for education, schooling in particular, to reflect needs of twenty-first century knowledge economy. Since 1990s, national curricula education systems have reflected this their focus on technology shifting pedagogy increasingly constructivist paradigms that aim at development competencies rather than acquisition knowledge. However, despite these shifts thinking about process schooling, there remains evidence continue...
Abstract Māori aspirations in education have not been served by past national policies. It is hard to extinguish the influence of monoculturalism, whereby schools were used colonise enforcing linguistic and cultural assimilation. The history debate on Innovative Learning Environments (ILE) Flexible Spaces (FLS) demonstrates ongoing dominance this Eurocentric, monocultural approach. Official New Zealand policy practice follows international trends school design, moving away from traditional...
Shame, shame management and reintegrative shaming feature in some restorative justice literature, may have implications for schools. Restorative schools is effective when perpetrators of wrong-doing can accept take ownership their wrongful acts, are appropriately remorseful, seek to make amends. Shame be understood as an ethical matter if it regarded arise because the contradiction between act individual’s sense self self-worth. (that is, seeking over stigmatising shaming) reflect a form...
The revised New Zealand Curriculum became mandatory for use in schools February 2010. ongoing reform agenda education since 1989 and elsewhere internationally has had corrosive effects on teacher professionality. State-driven neo-liberal policy reforms are deeply damaging to the mental moral conceptions teachers have of their work. This article contemplates one aspect – its focus values way it challenges development ethical It also considers prospect reclaiming some that lost ground through...