Gotowe bibliografie tematyczne / Education (New Zealand)

Gotowa bibliografia na temat „Education (New Zealand)”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Education (New Zealand)"

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Middleton, Sue C. "New Zealand Theosophists in “New Education” networks, 1880s-1938". History of Education Review 46, nr 1 (5.06.2017): 42–57. http://dx.doi.org/10.1108/her-10-2015-0024.

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Purpose It is well-known that Beatrice Ensor, who founded the New Education Fellowship (NEF) in 1921, was a Theosophist and that from 1915 the Theosophical Fraternity in Education she established laid the foundations for the NEF. However, little research has been performed on the Fraternity itself. The travels of Theosophists, texts, money and ideas between Auckland, India and London from the late nineteenth century offer insights into “New Education” networking in the British Commonwealth more broadly. The paper aims to discuss these issues. Design/methodology/approach This paper draws on archival documents from the Adyar Library and Research Centre, International Theosophical Society (TS) headquarters, Chennai, India; the archive at the headquarters of the New Zealand Section of the TS, Epsom, Auckland; the NEF files at the archive of the London Institute of Education; papers past digital newspaper archive. Findings New Zealand’s first affiliated NEF group was set up by the principal of the Vasanta Gardens Theosophical School, Epsom, in 1933. She was also involved in the New Zealand Section of the Theosophical Fraternity, which held conferences from 1917 to 1927. New Zealand’s Fraternity and Theosophical Education Trust had close links with their counterparts in England and India. The setting up of New Zealand’s first NEF group was enabled by networks created between Theosophists in New Zealand, India and England from the late nineteenth century. Originality/value The contribution of Theosophists to the new education movement has received little attention internationally. Theosophical educational theory and Theosophists’ contributions to New Zealand Education have not previously been studied. Combining transnational historiography with critical geography, this case study of networks between New Zealand, Adyar (India) and London lays groundwork for a wider “spatial history” of Theosophy and new education.
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Wilton, Keri. "Acknowledging quality in New Zealand special education". Australasian Journal of Special Education 17, nr 1 (styczeń 1993): 14–19. http://dx.doi.org/10.1017/s1030011200022715.

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New Zealand has much of real quality to be proud of in special education. On numerous international surveys of education, New Zealand schools continue to rank highly - especially with respect to reading and written language, and were such surveys to focus on special educational matters, my guess is that the picture would be equally positive. There are very real difficulties in developing special educational provisions for a country with New Zealand’s geographical characteristics. New Zealand has a relatively small total population, which is scattered widely across a rather large and geographically well separated area, and these factors make for real problems in providing for children with difficulties which occur infrequently - as do most conditions associated with exceptionality and special education.
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O‘Rourke, Anne C. "New Zealand: New Zealand Society for Music Education Inc." International Journal of Music Education os-8, nr 1 (listopad 1986): 73–74. http://dx.doi.org/10.1177/025576148600800126.

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McLay, Geoff. "Toward a History of New Zealand Legal Education". Victoria University of Wellington Law Review 30, nr 2 (1.06.1999): 333. http://dx.doi.org/10.26686/vuwlr.v30i2.5987.

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This article briefly discusses the history of New Zealand Legal Education, with a focus on Victoria University of Wellington. The first part of this paper introduces the American and English models of legal education, discussing the different tensions and contexts of each jurisdiction. The second part of the paper introduces the history of legal education in New Zealand. The author discusses New Zealand's departure from the English model (where a degree was not necessary to practise), academics' tradition of writing textbooks in New Zealand, and the influence of the American legal education system. The third part of the paper discusses the impact of Professor John Salmond and Sir Robert Stout at Victoria University of Wellington.
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Schultz, Marianne. "Moving with the Times: The Wellington New Dance Group". Congress on Research in Dance Conference Proceedings 39, S1 (2007): 179–85. http://dx.doi.org/10.1017/s2049125500000303.

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This paper explores the founding of the New Dance Group in Wellington, New Zealand, in 1945. The New Dance Group introduced radical ideas about dance, art, music, politics, and physical education to New Zealand. This paper examines the influence that American and European dance and physical education had on New Zealand's physical and artistic expression and places the introduction of modern dance within the social and cultural landscape of immediate the post—World War II period in New Zealand.
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Baird, Natalie, Susan Glazebrook i Sasha Holden. "New Zealand: Country Report on Human Rights". Victoria University of Wellington Law Review 40, nr 1 (1.06.2009): 57. http://dx.doi.org/10.26686/vuwlr.v40i1.5379.

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This article provides a country report on the status of human rights in New Zealand. The article covers New Zealand's adherence to the rule of law, culture and language, education system, health system and environmental rights. The authors draw conclusions from each section: New Zealand's commitment to the rule of law is generally strong, albeit with concerns regarding access to justice. Positive developments were undertaken regarding language but disappointing in its indigenous rights. The right to education is generally secure, but some vulnerabilities remain. New Zealand has a generally favourable health services system. Finally, although New Zealand's legal framework does not recognise the right to an environment of a particular quality, the Resource Management Act 1991 provides a strong participatory framework.
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Baird, Natalie, Susan Glazebrook i Sasha Holden. "New Zealand: Country Report on Human Rights". Victoria University of Wellington Law Review 40, nr 1 (1.06.2009): 57. http://dx.doi.org/10.26686/vuwlr.v40i1.5380.

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This article provides a country report on the status of human rights in New Zealand. The article covers New Zealand's adherence to the rule of law, culture and language, education system, health system and environmental rights. The authors draw conclusions from each section: New Zealand's commitment to the rule of law is generally strong, albeit with concerns regarding access to justice. Positive developments were undertaken regarding language but disappointing in its indigenous rights. The right to education is generally secure, but some vulnerabilities remain. New Zealand has a generally favourable health services system. Finally, although New Zealand's legal framework does not recognise the right to an environment of a particular quality, the Resource Management Act 1991 provides a strong participatory framework.
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Archer, Eric L., i Roy Shuker. "International: Education in New Zealand". Kappa Delta Pi Record 24, nr 2 (styczeń 1988): 60–64. http://dx.doi.org/10.1080/00228958.1988.10517841.

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Skinner, Margot A. "Physiotherapy education in New zealand". Physical Therapy Reviews 12, nr 2 (czerwiec 2007): 122–28. http://dx.doi.org/10.1179/108331907x175096.

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Moltzen, Roger. "Gifted Education in New Zealand". Gifted Education International 18, nr 2 (styczeń 2004): 139–52. http://dx.doi.org/10.1177/026142940301800204.

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Rozprawy doktorskie na temat "Education (New Zealand)"

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Anderson, Vivienne, i n/a. "The experiences of international and New Zealand women in New Zealand higher education". University of Otago. Faculty of Education, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090812.101334.

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This thesis reports on an ethnographic research project that explored the experiences and perspectives of a group of women in New Zealand higher education, including international and New Zealand students and partners of international students. The study had two aims. The first was to disrupt the inattention to gender and to students' partners and families in New Zealand international education research and policy. The second was to problematise Eurocentric assumptions of (predominantly Asian) international students' 'cultural difference', and of New Zealanders' homogenised sameness. The theoretical framework for the study was informed by a range of conceptual tools, including feminist, critical theory, post-structural, and postcolonial perspectives. In drawing on feminist perspectives, the study was driven by a concern with acknowledging the importance and value of women's lives, looking for women where they are absent from policy and analysis, and attending to the mechanisms through which some women's lives are rendered invisible in internationalised higher education. In considering these mechanisms and women's lives in relation to them the study also drew on post-structural notions of discourse, power, and agency. It explored how dominant discourses in internationalised higher education reveal and reproduce historically-grounded relations of power that are intentionally or unintentionally performed, subverted and/or resisted by women and those they encounter. Using Young's (1990, 2000) approach to critical theory, the study also considered alternative ways of constructing internationalised higher education that were suggested in women's accounts. As a critical feminist ethnography the study was shaped by my theoretical framework (above), critical literature on heterogeneous social groups, and feminist concerns with relationship, reciprocity and power in the research process. Fieldwork took place during 2005 and 2006 and involved two aspects: the establishment and maintenance of an intercultural group for women associated with a higher education institution, and 28 interviews with 20 women over two years. Interviewees were recruited through the group and included eight international students, nine New Zealand students and three women partners of international students. Study findings challenged the assumption that international and local students are distinct and oppositional groups. They also highlighted the importance of recognising the legitimate presence of international students' partners and accompanying family members at all levels in higher education. International and New Zealand women alike found the intercultural group a useful source of social and practical support and information, and a point of access to other sources of support and information. Women reflected on moving between many different kinds of living and learning contexts, highlighting the importance of: clear processes and pathways for accessing information and practical support when experiencing transition; teaching that is engaging, effective, and responsive; and opportunities to develop connections with other people both on and off campus. Rather than revealing clear patterns of difference or sameness across women, the study highlighted the importance of policy, research, teaching and support practices that are open and responsive to women's actual viewpoints and needs, and that neither re-entrench difference nor assume sameness.
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Maidment, Jane M. "Social work field education in New Zealand". Thesis, University of Canterbury. Social Work, 2000. http://hdl.handle.net/10092/4633.

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The focus of this research dissertation is social work field education in New Zealand. The purpose of conducting the study was to ascertain how both students and field educators experienced teaching and learning in the field. Results indicate that while teaching and learning thinking and theory have evolved in recent years to include a critical reflective dimension, the practice of field education is still largely based on an apprenticeship model. Practice experience and theoretical input relating to areas of societal inequality as well as the political context in which field education is delivered explain the continued use of the apprenticeship model. Students and field educators do, however, share a vision for how field education should be delivered. They agree on the attributes of an effective field educator, and on the methods needed to enhance practice teaching and learning. The research has, nevertheless, identified a discrepancy between this shared vision for field education and the reality that students experience in the field. Field educators are clearly marginalised in their role. Their work as educators is not sanctioned or recognised by employing agencies, and workload pressure frequently militates against social workers being able to accommodate students on placement. In this climate a minimalist approach to field education is adopted, resulting in unqualified social work staff and people who are not social workers acting as field educators. Without radical shifts in the recognition, resourcing and organisation of field education, student learning in the field will continue to be compromised. The theoretical framework used in this research was derived from existing learning theory, which was then reconceptualised and developed in light of the research outcomes to formulate a contemporary theory for practicum learning.
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Petrie, Kirsten. "Gender construction in New Zealand physical education". Thesis, University of Canterbury. School of Sciences and Physical Education, 2002. http://hdl.handle.net/10092/2870.

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This study investigates how teacher beliefs, programmes and practices contribute to gender construction, within co-educational secondary schools, in New Zealand. It explores how physical education teaching practices support and reinforce socially desirable forms of masculinity and femininity. The research utilises interviews with teachers and students in co-educational secondary schools in the Canterbury region. Students and teachers offer narratives surrounding the gendered beliefs and practices that are inherent in physical education classes. The evidence presented represents the collaborative ideas of four teachers and twenty students. The discussion investigates the nature of teacher beliefs surrounding the development of gender, and examines the hidden curriculum that supports the replication and legitimisation of socially desirable forms of masculinity and femininity. In particular, it examines teachers' understandings of masculinity and femininity, the hierarchies and different expectations of achievement and behaviour that exist in physical education classes. It examines how changes in physical education programmes, have challenged explicit issues relating to gender, while hidden messages have not been addressed. Lastly the discussion reflects on the reasons why gender constructions go unchallenged, and provides insight into possible avenues to instigate change. This research indicates how gender continues to be constructed due to the hidden curriculum that is operationalised by teachers and students in physical education classes. It suggests strategies that would assist in changing and challenging the gender construction in physical education. Finally, the study concludes that in order for gender construction to be reduced within from the physical education classroom the physical education sector must strive to challenge existing ideologies and develop practices that allow and provide for a diverse range of masculinities and femininities.
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Martin, Allan. "Older adulthood, education and social change (Australia, New Zealand)". Thesis, University of Auckland, 2006. http://wwwlib.umi.com/dissertations/fullcit/3205817.

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The outcome of demographics which point to a rapid increase in the number of older adults in the population has been widely debated in the literature. However, it has been examined primarily from the perspective of an unrealistically optimistic or unduly pessimistic view of the future, with few attempts to provide other alternatives. This thesis is structured in three sections. The first backgrounds the context of the research question, the relevant literature, the prospect of gender bias in that literature and the historical development of government policy towards ageing. The second section presents a theoretical perspective for social change, examines the development of social movements and puts a case for a new social movement arising out of the increasing number of older adults and supporting educative processes. The third section reports on empirical research based on interviews in Australia and New Zealand with leaders of organisations involved with older adults and focuses on drawing conclusions from the research in relation to the research question. The theory proposed in this thesis is based on the premise that an opportune time in history exists for older adults to contribute to social and political change. However, for senior members of society to undertake this role will require education in some form, to act as an agency or catalyst to initiate an organised social movement. Findings of this research support the view that the majority of older adults remain fit and healthy and do not conform to the medicalisation approach to ageing on which government policy and, to a large extent, public attitudes, have been formed. While there would be problems of organisation in the formation of a new social movement there are no insurmountable obstacles to overcome. The greatest difficulty would seem to lie in overcoming inertia, sectional interests, generating the leadership and developing innovative and imaginative educative processes.
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Samu, Tanya Lee-Anne Maleina. "Pasifika Education: Discourses of Difference within Aotearoa New Zealand". Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8731.

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This study is a conceptual analysis of specific terms and constructs that have become entrenched within education policy and practice in New Zealand within the 21st century – namely diversity , and Pasifika education. It is uncommon for users of these terms (educators, policy makers and researchers) to make their understandings and use of such terms explicit. In the absence of close and careful critique, limited and partial understandings of groups of learners constructed as diverse and different escape interrogation. The overall risks of this lack of conceptual clarity are: simplification and even misapprehensions of key dimensions of groups such as Pasifika learners and their communities. This results in unarticulated assumptions having undue influence over educators’, policymakers’ and researchers’ perspectives and their subsequent decision-making. The philosophical research questions of this study are addressed through a deconstructivist research framework that draws on the theorisations of J.R. Martin; M. Foucault’s theorisations relating to the historical analysis of ideas; and discourse theorising of a primarily post-structuralist nature. Six analyses were developed in order to address the research questions. Three focused on the level of national policies, macro-level influences, and post-colonial indigenous visioning. Three analyses are based on a selection of narrative accounts of Samoan women across time and space, examining education as a process of change, and its effects on personal identity and culture. The study critically reflects on the underlying values and belief systems of both policy and practice. It identifies and examines the tension between the state’s priorities for the provision of education for Pasifika peoples on the one hand, and Pasifika peoples’ motivations for pursuing and participating in education on the other. This is done in an effort to challenge complacency, provide alternative perspectives, deepen insights and strengthen understandings amongst those actively engaged as educators, policy makers and researchers in the education and development of Pasifika peoples in Aotearoa New Zealand.
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Doig, Cheryl, i n/a. "Innovation in Education in 'Designated Character Schools': a Case Study of the Directors of Discovery 1 and 'Unlimited Paenga Tawhiti'". Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060220.170614.

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This dissertation is a case study into participant perceptions of innovation in education. The participants in this research were four directors from two 'designated character' schools, which were set up to be foundationally different from traditional schools through opportunities to explore radical innovation. That is, both schools were conceptualised as sites for exploring radical rather than incremental change. The central questions asked in this study were - what makes for radical innovation in schools; and how is the use of ICT implicated in innovation in schools? The literature review indicated that while there has been an increase in the information regarding innovation in education there has been little research into how this was being developed in non-traditional settings, or in ways that were radical. The role of ICTs in developing innovation was also reviewed, given that the two 'designated character' schools being studied had strong support for ICTs. The main aims of this study were: to identify the features of radical innovation in schools; to explore the barriers against, and drivers for, innovation in schools; to provide insight into the use of ICTs to influence innovation in schools; to contribute to the literature regarding innovation in schools; and to identify future opportunities to innovate. This study was a qualitative one, with symbolic interactionism as its theoretical underpinning. Data were gathered through the use of concept mapping, interviews and a focus group activity. The findings of the study were that radical innovation in schools occurs when there is a cultural shift in the whole notion of schooling. This is difficult to achieve, even for schools that have been set up to be foundationally different. However, such schools can provide examples of some innovative practices that are 'greenfields'. The use of ICTs, while not required for innovation, helps schools create innovative ideas, especially those ideas based around the needs of individual learners. There is a greater chance that this will lead to innovation being sustained. These findings have implications for policy makers to allow schools that are more innovative to try new ideas and to be supported to do so.
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Doig, Cheryl. "Innovation in Education in 'Designated Character Schools': a Case Study of the Directors of Discovery 1 and 'Unlimited Paenga Tawhiti'". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367073.

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This dissertation is a case study into participant perceptions of innovation in education. The participants in this research were four directors from two 'designated character' schools, which were set up to be foundationally different from traditional schools through opportunities to explore radical innovation. That is, both schools were conceptualised as sites for exploring radical rather than incremental change. The central questions asked in this study were - what makes for radical innovation in schools; and how is the use of ICT implicated in innovation in schools? The literature review indicated that while there has been an increase in the information regarding innovation in education there has been little research into how this was being developed in non-traditional settings, or in ways that were radical. The role of ICTs in developing innovation was also reviewed, given that the two 'designated character' schools being studied had strong support for ICTs. The main aims of this study were: to identify the features of radical innovation in schools; to explore the barriers against, and drivers for, innovation in schools; to provide insight into the use of ICTs to influence innovation in schools; to contribute to the literature regarding innovation in schools; and to identify future opportunities to innovate. This study was a qualitative one, with symbolic interactionism as its theoretical underpinning. Data were gathered through the use of concept mapping, interviews and a focus group activity. The findings of the study were that radical innovation in schools occurs when there is a cultural shift in the whole notion of schooling. This is difficult to achieve, even for schools that have been set up to be foundationally different. However, such schools can provide examples of some innovative practices that are 'greenfields'. The use of ICTs, while not required for innovation, helps schools create innovative ideas, especially those ideas based around the needs of individual learners. There is a greater chance that this will lead to innovation being sustained. These findings have implications for policy makers to allow schools that are more innovative to try new ideas and to be supported to do so.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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McGeorge, Colin. "Schools and socialisation in New Zealand 1890-1914". Thesis, University of Canterbury. Education, 1985. http://hdl.handle.net/10092/819.

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This is a detailed study of the values embodied in and transmitted by state primary schools in New Zealand between 1890 and 1914. After describing the creation of a network of primary schools and the means by which regular attendance was secured it describes the schools' role in fostering the conventional virtues and certain widely held social attitudes through the "hidden curriculum", through school discipline, and through teachers' example. The social and moral content of schoolwork is then analysed with particular attention to what was said about New Zealand itself and about Maoris and racial differences. A detailed examination is made of a number of attempts to enlist the schools in particular social and moral causes: religious education, temperance, the inculcation of patriotism, sex education, military training, "correct" speech, and secular moral instruction. The closing chapters consider the differential impact of schooling and credentialling on children from different social classes and on boys and girls. This study draws on a wide variety of sources and makes extensive use of a large collection of school texts of the period~ The values schools transmitted reflected a middle class consensus, not seriously challenged by workers. The content of schooling was chiefly contested by middle class groups seeking to purify and improve the existing social order. Middle class groups were ambivalent towards the emergence of a distinctive national identity, but the schools fostered, often as unintended consequences, certain aspects of national identity.
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Doherty, William. "Mātauranga Tūhoe : the centrality of mātauranga-a-iwi to Māori education /". e-Thesis University of Auckland, 2009. http://hdl.handle.net/2292/5639.

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Thesis (PhD--Education)--University of Auckland, 2009.
"A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education, University of Auckland, New Zealand, August 2009." Includes bibliographical references.
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Lillard, Dorry. "UNDERSTANDING THE PURPOSE OF RESTORATIVE PRACTICES FOR SCHOOLS: A NEW ZEALAND PERSPECTIVE". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/589.

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Alternative disciplinary strategies for K-12 educational institutions have been gaining popularity around the globe for challenging the epidemic of suspensions and expulsions that foster unsafe school climates and position youth on the pipeline-to-prison. This study used a qualitative approach to investigate Restorative Practices (RP) an innovative, alternative approach to discipline that appears to make a difference in New Zealand schools. The purpose of this intrinsic case study was to gain qualitative insight from twelve experienced professionals in RP in New Zealand into an approach that appears to transform school cultures and helps students remain in school and continue learning. The data collected from participants included their perspectives on the purpose and significance of the RP approach and offered insight into the implementation process and suggestions for long lasting sustainability. Participants also stressed how harsh disciplinary policies can impede positive school climates, which ultimately in large measure shape our society. Furthermore, it has been well documented that punitive practices, such as zero-tolerance are largely responsible for the enormous number of suspensions and expulsions that disproportionately impact primarily students with disabilities and students of color. California and other states around the US are currently using the RP model to address problems. The approach has been noted in this study as a paradigm shift in school culture that largely depends on leadership buy-in and effective implementation for success. The objective of this study was to investigate the purpose and significance of the RP for schools using qualitative methods to conduct twelve in-depth interviews of professionals with significant experience of RP in the region of Auckland, New Zealand. Findings from this study suggested that RP is a useful approach for attending to relational harm, which threatens to breakdown social structures in educational institutions. RP was also found to strengthen relationships, improve classroom and school climates and cultures and build social capital. Findings also indicated that RP shifts the power dynamic in the classroom, empowering students by enabling voice and agency, while improving teacher-student relationships, known to help narrow achievement gaps. Moreover, findings showed that RP teaches students valuable life skills, enabling them make better decisions, have healthier relationships, and be positive contributors to society. Finally, the findings suggested that RP repositions education significantly amounting to a huge revolution that can potentially change the future of education. Astute educational leaders and institutions around the globe recognize the need for systemic transformation. New Zealand is highlighted in this study as the leading country for RP in schools worldwide, as it has experienced transformative success with this approach so far.
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Książki na temat "Education (New Zealand)"

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Openshaw, Roger. Reforming New Zealand Secondary Education. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100701.

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A, Codd John, Harker Richard K i Nash Roy, red. Political issues in New Zealand education. Wyd. 2. Palmerston North, N.Z: Dunmore Press, 1990.

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A, Codd John, Harker Richard K i Nash Roy, red. Political issues in New Zealand education. Palmerston North, N. Z: Dunmore Press, 1985.

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New Zealand. Ministry of Education. Research and Statistics Division. Education statistics of New Zealand 1991. Wellington: Research & Statistics Division, Ministry of Education, 1991.

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New Zealand. Education Review Office., red. Multi-cultural schools in New Zealand. [Wellington, N.Z.]: Education Review Office, 2000.

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Sullivan, Keith, i John A. Codd. Education policy directions in Aotearoa New Zealand. Southbank, Vic: Thomson Learning Australia, 2005.

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Hames, M. J. The crisis in New Zealand schools. [Auckland, N.Z.]: Education Forum, 2002.

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Butterworth, G. V. Reforming education: The New Zealand experience, 1984-1996. Palmerston North, N.Z: Dunmore Press, 1998.

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Middleton, Sue, Alison Jones i John A. Codd. New Zealand education policy today: Critical perspectives. Wellington: Allen & Unwin, 1990.

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Organisation for economic co-operation and development. Oecd Reviews of Tertiary Education New Zealand. Washington: Organization for Economic Cooperation & Development, 2008.

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Części książek na temat "Education (New Zealand)"

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Culpan, Ian. "New Zealand". W Olympic Education, 206–21. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-20.

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Findsen, Brian. "New Zealand". W International Perspectives on Older Adult Education, 297–308. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_26.

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Rawlins, Peter, Carrol Walkley i Lone Jorgensen. "New Zealand". W Issues in Upper Secondary Science Education, 137–59. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_9.

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Jefferies, Rodney L. "New Zealand". W Real Estate Education Throughout the World: Past, Present and Future, 447–61. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0869-4_35.

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Sheehan, Mark. "New Zealand". W The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 403–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_31.

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Pfannkuch, Maxine, i Pip Arnold. "New Zealand Statistics Curriculum". W Advances in Mathematics Education, 27–31. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29459-4_5.

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Robertson, Margaret, John Morgan i Jeana Kriewaldt. "Australia and New Zealand". W International Perspectives on Geographical Education, 1–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44717-9_1.

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Shephard, Kerry. "Environmental Education in New Zealand". W Education for Sustainability, 41–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1940-6_4.

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Campbell, Alison. "Evolution Education in New Zealand". W Evolution Education Around the Globe, 431–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90939-4_23.

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Macaulay, John. "Disaster Education in New Zealand". W International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences, 417–28. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-2851-9_24.

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Streszczenia konferencji na temat "Education (New Zealand)"

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Notina, Elena, Anna Bekeeva, Irina Bykova i Valentina Uliumdzhieva. "MINORITY EDUCATION ISSUES IN NEW ZEALAND". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2763.

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Marshall, Stephen. "THE NEW ZEALAND TERTIARY EDUCATION CAPABILITY FRAMEWORK". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1291.

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Bekeeva, Anna. "LANGUAGE POLICY ISSUES IN NEW ZEALAND". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0494.

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Black, Hona. "Mātauranga Tiriti: Treaty Education in New Zealand Schools". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583592.

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Bekeeva, Anna, i Elena Notina. "THE FORMATION AND DEVELOPMENT OF NEW ZEALAND LEXICOGRAPHY". W INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021233.

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Forbes, Sharleen. "Statistics education in new zealand, and its influence on the iase". W Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13403.

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For some time, New Zealand has been leading the world in terms of the focus and scope of its statistics curriculum in schools. The curriculum is characterised by its data handling, and in more recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012). This paper gives an historical perspective of the people and groups that have influenced the development of the New Zealand curriculum and outlines the influence and impact of some of these New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical Association (NZSA), are discussed together with the possible long-term impact of new statistical literacy based school curriculum in New Zealand on tertiary statistics teaching.
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Cook, Georgia, Abrar Faisal i Tomas Pernecky. "Environmental Education in Ecotourism Destinations: Visitor Experience on Tiritiri Matangi Island, New Zealand". W 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.33.

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Ecotourism destinations promote local history and culture and environmental awareness through education. However, there is a dearth of knowledge about the visitor experience of environmental education for promoting a sense of environmental awareness and pro-environmental behaviours. This study examines the visitor experience of environmental education programmes on Tiritiri Matangi Island, New Zealand, and related impacts on their knowledge, awareness and intentions. The findings of this study suggested that the educational programmes on Tiritiri Matangi Island, including the guided walk, signage and storytelling, had transformative impacts on visitors as they came without the intent to learn and left feeling more knowledgeable and interested in conservation and responsible tourism.
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Sheard, Judy, i Simon. "ITiCSE, Australia, and New Zealand: What's the Story?" W ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3394982.

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Kumar, Siddharth S., Yasir Gamieldien, Jennifer M. Case i Mike Klassen. "Institutionalizing Engineering Education Research: Comparing New Zealand and South Africa". W 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0076.

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Kabbar, Eltahir, i Barbara Crump. "The Factors that Influence Adoption of ICTs by Recent Refugee Immigrants to New Zealand". W InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2971.

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Research indicates that to effectively participate in today’s global digital information age, Information and Communication Technologies (ICTs) familiarity is essential for individuals and communities. There is concern, especially amongst developed nations that advances in, and the rapid growth of, ICTs has the possibility of creating a new form of inequality among individuals. The New Zealand government recognises the potential for some sections of society to be alienated from the new digital environment and has made a commitment to creating an inclusive society where all individuals have the opportunity to access and effectively use ICTs. This paper presents results from a qualitative study with the goal of identifying the factors that influence ICTs’ adoption by recently arrived immigrants from developing countries, the majority of whom are refugees, and who had settled in Wellington, New Zealand’s capital city.
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Raporty organizacyjne na temat "Education (New Zealand)"

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Dassanayake, Wajira, Gayani Hewagama i Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, sierpień 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.
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Bentley-Gray, Daisy. Talanoa: Pushing Boundaries to Promote Pacific Ways of Being in Aotearoa New Zealand Tertiary Education. Unitec ePress, wrzesień 2023. http://dx.doi.org/10.34074/ocds.102.

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The survival of Pacific societies is partly attributed to the ability of Pacific ancestors to transmit stories from generation to generation through myths and legends, stories of creation, songs, oratory, art and natural environments. This paper explores the importance of the practice of Talanoa as a concept and a research tool in promoting Pacific knowledge systems and practices in tertiary education in Aotearoa New Zealand. Talanoa was utilised as the primary research method to gather narratives about how Talanoa is incorporated, from Pacific staff in various roles in tertiary education in a culturally safe and relevant way, both face to face and online. The author also conducted an online survey to gather information about how or whether Talanoa is used widely by Pacific staff in an Aotearoa New Zealand tertiary institution, Unitec New Zealand Limited, before it transitioned fully into the national institute, Te Pūkenga. The research analysed existing literature to ensure that it adds value to this repertoire of knowledge and research. The significance of recognising and acknowledging Pacific oral traditions will add value to and enhance Pacific ways of knowing and engagement in any context. The outcome of this study supports the inclusion of Talanoa as a tool that can be used successfully in tertiary education.
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Nguyen, Yen D. H., Andrea Insch i Damien Mather. Exploring Students’ Lived Experiences and Wellbeing at a New Zealand University: Perspectives of International Exchange Students. Journal of the Australian and New Zealand Student Services Association, luty 2023. http://dx.doi.org/10.30688/janzssa.2023-1-01.

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This study provides additional insights into the lived experiences of international exchange students in New Zealand. It contributes to the literature on international higher education by proposing an expanded framework of the relationship between students’ lived experiences and wellbeing. The findings make an essential contribution to students’ wellbeing in international higher education by generating a thematic framework that describes how positive and negative experiences enhance international exchange students’ wellbeing. The negative and positive experiences in the framework comprise five sub-themes: “Psychological adjustment”, “Local differences”, “Being with nature”, “Interpersonal relationships”, and “Experiencing new”. Findings from the research highlight that university policymakers and managers of international student support services should conceive an exchange program as a psychological process to enhance international exchange students’ wellbeing, rather than a strictly functional process to achieve educational outcomes.
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Watson, Sophie. Student activism: Learning through doing. NZCER, maj 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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Williams, Sarah. Silos and Systems. Auckland University of Technology, listopad 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internationally. In New Zealand, however, the education and health sectors work in silo with no formal directive to do otherwise. Achieving and maintaining inter-sectoral collaboration is therefore challenging, piecemeal, and time-consuming. It is further complicated by system structure, competing priorities, and differing perspectives of the two sectors and those working within them. This multicase study of three urban primary schools explored the relationship between school staff and health services and the influences on this relationship. The study focused on the experiences and perspectives of participant principals, teachers, teacher aides, administrative staff, and Special Educational Needs Co-ordinators (SENCO) working with health services. Data were collected through semi-structured interviews, observations, and reviews of staff professional development and other related learning opportunities. The findings highlighted the uncoordinated working relationship between the health and education sectors in New Zealand and the current barriers to achieving workable, inter-sectoral collaboration. This study has confirmed the need for better inter-sector alignment while acknowledging the interdependence of both sectors. Collaborative inter-sectoral work between education and health is critical. The findings from this study recommend developing and implementing a national policy enabling these sectors to work together to achieve optimal education and health outcomes for children and young people in New Zealand.
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Washington, Sally. Building policy capability: Insights from a 'curated conversation' between Education departments from three jurisdictions. Australia and New Zealand School of Government, marzec 2022. http://dx.doi.org/10.54810/whfv4095.

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ANZSOG convened a curated conversation to bring together senior officials from: the South Australian Department for Education, The Ministry of Education in Aotearoa New Zealand and the Australian Government Department of Education, Skills and Employment. The conversation explored questions around the context and drivers for policy capability improvement initiatives. This ‘conversation tracker’ captures its key themes, which go beyond the education domain to provide insights into how agencies can address the challenge of building an effective policy infrastructure.
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Hunia, Maraea, John Huria i Lorraine Spiller. Ready for partnership? A tool for creating written and visual texts in Aotearoa New Zealand. NZCER, lipiec 2024. http://dx.doi.org/10.18296/rep.0058.

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Ready for Partnership? will help you to create written or visual texts which welcome ākonga Māori. We hope that this tool will give you ways of reflecting on texts as you create them, before you then go on to do further work with kaupapa Māori colleagues. Ready for Partnership? has two sections. Section 1 provides seven lenses which focus on the ways in which we’re using various Māori cultural perspectives when creating texts, and Section 2 presents some annotated examples which show how the tool may be used. Ready for Partnership? is for use in the early stages of creating texts. By using this tool to develop text, we can increase the likelihood that the text will engage a diverse group of Māori students. We will avoid the risk of focusing our texts on any one essentialised or idealised Māori subgroup. This tool will enable us to begin creating a range of texts which in sum are culturally relevant to all children and which reflect the value of mātauranga Māori—to date, this has often not been the case. As creators of texts and users of this tool, we come from a complex array of cultural positions. These cultural positions include: • ages • genders • whakapapa • inherited and learnt cultural knowledges • education backgrounds • physical locations • socioeconomic milieux. We think that this tool will help us all move beyond our own cultural complexities. The users of our texts are similarly complex. We can use the lenses in this tool to focus on welcoming and engaging diverse ākonga Māori, excluding as few as possible, and validating all.
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Meere, Peter. A model for strategic policy development and capability in education: practice insights prepared for the Australia and New Zealand School of Government (ANZSOG). Australia and New Zealand School of Government, listopad 2021. http://dx.doi.org/10.54810/taay3300.

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This paper outlines the development and implementation of a best-practice, repeatable and scalable model for strategic policy development, with the assistance of ANZSOG. It outlines the process of diagnosing existing capability, developing a Strategic Policy Model and related tools and the deliberate approach to governance, collaboration and co-design to ensure take up and use of the model.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, październik 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Jaimovich, Analia. Institutional Architecture for School Improvement. Inter-American Development Bank, luty 2014. http://dx.doi.org/10.18235/0006302.

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In order to improve the quality of education, several countries in Latin America and the Caribbean are implementing institutional reforms that affect the roles and responsibilities of education management units at different levels (national, subnational, local, and school level). With the aim of contributing to the technical dialogue vis-à-vis these reforms, the Education Division of the Inter-American Development Bank has carried out a comparative analysis of the institutional architecture of five high-performing education systems: the Ontario Province in Canada, the Commonwealth of Massachusetts in the USA, Finland, the Netherlands, and New Zealand.
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