A5076633594- Education Systems and Policy
- Education and Critical Thinking Development
- Science Education and Pedagogy
- Student Assessment and Feedback
- Higher Education Learning Practices
- Competency Development and Evaluation
- Educational Strategies and Epistemologies
- Educator Training and Historical Pedagogy
- Teacher Education and Leadership Studies
- Complex Systems and Decision Making
- Global Educational Policies and Reforms
- Diverse Educational Innovations Studies
- Educational and Psychological Assessments
- Innovative Teaching and Learning Methods
- Interdisciplinary Research and Collaboration
- Educational Tools and Methods
- Open Education and E-Learning
- Science Education and Perceptions
- Educational Challenges and Innovations
- Education in Diverse Contexts
- Educational Theory and Curriculum Studies
- Mathematics Education and Programs
- Reflective Practices in Education
- Education and Technology Integration
- Environmental and Social Impact Assessments
New Zealand Council for Educational Research
2009-2024
University of Auckland
2016
This article explores the nature of a continuing mismatch between curriculum reform rhetoric in science education and actual classroom practice. Lack philosophical consensus about (NOS); lack appropriate guidance, materials pedagogical content knowledge for NOS teaching; teachers' personal theories learning; realities constraints are all implicated as interacting factors that contribute to mismatch. Because policy is political, with pressure brought bear by many interest groups, it suggested...
The rising global burden of noncommunicable diseases (NCDs) has heightened awareness the necessity for primary risk prevention programmes. These aim to facilitate long-term behaviour changes in children and adolescents that can reduce NCD factors disease onset later-life. School-based programmes designed improve childhood adolescent health behaviours wellbeing contribute this; however, design impact assessment these is complex. should be multidisciplinary, utilizing both educational...
This paper views key competencies through a sociocultural lens to discuss the role they have played as agents of change in The New Zealand Curriculum and their yet unrealised potential stimulate further change. It draws on several exploratory studies describe broad types action which afforded, tracing recursive cycles professional learning during understanding might play curriculum became elaborated deeper more nuanced ways.
This paper responds to the articles in recent special edition of The Curriculum Journal (Volume 20, Number 3). discusses an ‘archaeological’ approach student enquiry, with associated ideas personalisation, competency development, and building learning power. We argue that papers both raise omit complex issues need be addressed if their transformative agenda is realized. For example, it important reconsider traditional assumptions about nature knowledge, so teachers' practice students' can...
This paper introduces sigmoid or s-curve as a metaphor for describing the dynamics of change. We first encountered description possible growth trajectory whereby populations become established, begin to flourish and numbers increase rapidly until they reach some limit. At this point, rate slows then stops size population is either maintained, something happens stimulate further upsurge in growth, there dramatic decline. basic biological has been picked up by social science researchers,...
There is growing recognition of the importance helping children to develop an ability think about biological and environmental issues in terms systems interactions impacts. Several progressions have been published that suggest how their conceptual understandings may over time. However these are not necessarily as informative for teachers researchers or specialist resource developers, nor do they take account ‘moment time’ between individual's contextual knowledge. This research aimed...
This article explores the effect of high-stakes assessment on representation epistemic knowledge in enacted curriculum-that is, curriculum experienced by students classroom.Epistemic concerns processes for constructing and evaluating theories that explain phenomena natural social worlds.Knowledge-building disciplines such as history science each have their own processes.We explore extent to which these are reflected standards used assess biology National Certificates Educational Achievement...
Abstract Future-focused theoretical thinking about education exhibits an ontological turn, with attendant advocacy for more attention to be paid the nature of knowledge and students' identity development. This article explores second these recommendations makes case that selves should important curriculum focus if they are participate positively in age. Developing a sense wellbeing allows students contribute diverse rapidly changing society requires holistic view self is developed through...