Subjects -> EDUCATION (Total: 2550 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2188 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (2188 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Journal of Museum Education     Hybrid Journal   (Followers: 18)
Journal of Music Teacher Education     Hybrid Journal   (Followers: 10)
Journal of Nano Education     Full-text available via subscription  
Journal of NELTA     Open Access   (Followers: 4)
Journal of NELTA Gandaki     Open Access  
Journal of NELTA Surkhet     Open Access  
Journal of New Approaches in Educational Research     Open Access   (Followers: 3)
Journal of Nonprofit Education and Leadership     Full-text available via subscription   (Followers: 10)
Journal of Nursing Education     Full-text available via subscription   (Followers: 33)
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 5)
Journal of Occupational Therapy Education     Open Access   (Followers: 12)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 54)
Journal of Outdoor and Environmental Education     Hybrid Journal   (Followers: 2)
Journal of Outdoor Recreation, Education, and Leadership     Hybrid Journal   (Followers: 10)
Journal of Pedagogy - Pedagogick? ?asopis     Open Access   (Followers: 6)
Journal of Peer Learning     Open Access   (Followers: 3)
Journal of Philosophy in Schools     Open Access  
Journal of Philosophy of Education     Hybrid Journal   (Followers: 17)
Journal of Physical Education and Sports     Open Access   (Followers: 8)
Journal of Physical Education and Sports Science     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 14)
Journal of Political Science Education     Hybrid Journal   (Followers: 10)
Journal of Popular Music Education     Hybrid Journal   (Followers: 4)
Journal of Practical Studies in Education     Open Access   (Followers: 3)
Journal of Praxis in Multicultural Education     Open Access   (Followers: 2)
Journal of Pre-College Engineering Education Research     Open Access   (Followers: 2)
Journal of Primary Education     Open Access   (Followers: 14)
Journal of Psychoeducational Assessment     Hybrid Journal   (Followers: 2)
Journal of Psychologists and Counsellors in Schools     Full-text available via subscription   (Followers: 8)
Journal of Public Affairs Education     Hybrid Journal  
Journal of Quality in Education     Open Access   (Followers: 2)
Journal of Real Estate Practice and Education     Full-text available via subscription   (Followers: 3)
Journal of Religious Education     Hybrid Journal   (Followers: 3)
Journal of Research and Education Chemistry     Open Access   (Followers: 3)
Journal of Research in Childhood Education     Hybrid Journal   (Followers: 3)
Journal of Research in Educational Sciences     Open Access  
Journal of Research in International Education     Hybrid Journal   (Followers: 10)
Journal of Research in Interprofessional Practice and Education     Open Access   (Followers: 10)
Journal of Research in Music Education     Hybrid Journal   (Followers: 17)
Journal of Research In Reading     Hybrid Journal   (Followers: 13)
Journal of Research in Science Teaching     Hybrid Journal   (Followers: 25)
Journal of Research in Special Educational Needs     Hybrid Journal   (Followers: 11)
Journal of Research Initiatives     Open Access  
Journal of Research on Christian Education     Hybrid Journal   (Followers: 9)
Journal of Research on Educational Effectiveness     Hybrid Journal   (Followers: 6)
Journal of Research on Leadership Education     Hybrid Journal   (Followers: 19)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 17)
Journal of School Choice     Hybrid Journal  
Journal of School Health     Hybrid Journal   (Followers: 6)
Journal of School Violence     Hybrid Journal   (Followers: 5)
Journal of Science and Sustainable Development     Full-text available via subscription  
Journal of Science and Technology of the Arts     Open Access   (Followers: 3)
Journal of Science Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Science Education for Students with Disabilities     Open Access   (Followers: 4)
Journal of Science Learning     Open Access   (Followers: 1)
Journal of Science Teacher Education     Hybrid Journal   (Followers: 19)
Journal of Second Language Teaching & Research     Open Access   (Followers: 31)
Journal of Security Education     Hybrid Journal  
Journal of Shanghai University (English Edition)     Hybrid Journal  
Journal of Social Science Education : JSSE     Open Access  
Journal of Social Studies Education Research     Open Access  
Journal of Special Education     Hybrid Journal   (Followers: 15)
Journal of Statistics Education     Open Access   (Followers: 1)
Journal of Student Affairs Research and Practice     Hybrid Journal   (Followers: 1)
Journal of Studies in Education     Open Access   (Followers: 4)
Journal of Studies in International Education     Hybrid Journal   (Followers: 10)
Journal of Supranational Policies of Education (JoSPoE)     Open Access   (Followers: 1)
Journal of Teacher Education     Hybrid Journal   (Followers: 43)
Journal of Teaching English for Specific and Academic Purposes     Open Access   (Followers: 20)
Journal of Teaching in International Business     Hybrid Journal  
Journal of Teaching in Social Work     Hybrid Journal   (Followers: 9)
Journal of Teaching in the Addictions     Hybrid Journal   (Followers: 3)
Journal of Teaching in Travel & Tourism     Hybrid Journal   (Followers: 8)
Journal of Teaching Language Skills     Open Access   (Followers: 9)
Journal of Technical Education     Open Access  
Journal of Technical Education and Training     Open Access   (Followers: 2)
Journal of Technology Management for Growing Economies     Open Access  
Journal of the Canadian Association for Curriculum Studies     Open Access   (Followers: 2)
Journal of the European Teacher Education Network     Open Access   (Followers: 2)
Journal of The First-Year Experience & Students in Transition     Full-text available via subscription   (Followers: 3)
Journal of the International Academy for Case Studies     Full-text available via subscription  
Journal of the Scholarship of Teaching and Learning     Open Access   (Followers: 5)
Journal of Tourism and Hospitality Education     Open Access  
Journal of Training and Development     Open Access   (Followers: 9)
Journal of Transformative Education     Hybrid Journal   (Followers: 6)
Journal of Visual Literacy     Hybrid Journal  
Journal of Vocational Education & Training     Hybrid Journal   (Followers: 15)
Journal of Vocational Rehabilitation     Hybrid Journal   (Followers: 17)
Journal of Women in Educational Leadership     Open Access   (Followers: 3)
Journal of Women's Entrepreneurship and Education (JWEE)     Open Access   (Followers: 1)
Journal of Writing in Creative Practice     Hybrid Journal   (Followers: 12)
Journal on Empowering Teaching Excellence     Open Access   (Followers: 4)
Journal on English as a Foreign Language     Open Access   (Followers: 3)
Journal Pelita PAUD     Open Access   (Followers: 5)
Journal Plus Education     Open Access  
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Journalism & Mass Communication Educator     Hybrid Journal   (Followers: 21)
Joyful Learning Journal     Open Access   (Followers: 1)
JPG (Jurnal Pendidikan Geografi)     Open Access   (Followers: 1)
JPGI (Jurnal Penelitian Guru Indonesia)     Open Access  
JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan     Open Access   (Followers: 1)
JPPI (Jurnal Penelitian Pendidikan Indonesia)     Open Access  
JRAMathEdu : Journal of Research and Advances in Mathematics Education     Open Access   (Followers: 4)
JUMLAHKU : Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan     Open Access   (Followers: 4)
Juridikdas : Jurnal Riset Pendidikan Dasar     Open Access  
JURING (Journal for Research in Mathematics Learning)     Open Access   (Followers: 1)
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biogenerasi     Open Access   (Followers: 4)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Pendidikan Dasar     Open Access   (Followers: 3)
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access   (Followers: 1)
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Lensa Pendas     Open Access   (Followers: 3)
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan)     Open Access   (Followers: 7)
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 2)
Jurnal Pendidikan Kimia     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Humaniora     Open Access   (Followers: 4)
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal Perspektif Pendidikan dan Keguruan     Open Access   (Followers: 1)
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Pustaka Ilmiah     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Studi Guru dan Pembelajaran     Open Access   (Followers: 5)
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Tuturan     Open Access   (Followers: 3)
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 3)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access   (Followers: 1)
Kerbala Magazine of Physical Edu. Seiences     Open Access   (Followers: 2)
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Kontinu : Jurnal Penelitian Didaktik Matematika     Open Access   (Followers: 3)
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)

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Similar Journals
Journal Cover
New Zealand Journal of Educational Studies
Journal Prestige (SJR): 0.385
Citation Impact (citeScore): 1
Number of Followers: 2  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0028-8276 - ISSN (Online) 2199-4714
Published by Springer-Verlag Homepage  [2626 journals]
  • The 2019 PBRF Review: What’s to be Done'
    • PubDate: 2019-11-01
       
  • Te Whāriki: An Early Childhood Curriculum in a Superdiverse New
           Zealand
    • Abstract: Abstract Due to its large and diverse population of migrants, New Zealand is now considered to be a ‘superdiverse’ country (Royal Society of New Zealand in Languages in Aotearoa New Zealand, 2013), and its early childhood education settings are also increasingly ethnically and linguistically diverse (Ministry of Education in Early childhood education me ngā kōhanga reo data summary report, 2015). Yet it has been pointed out that policies and practices of superdiverse countries may be slow in responding to their superdiverse demographics (Vertovec in Ethnic and Racial Studies 30(6):1024–1054, https://doi.org/10.1080/01419870701599465, 2007). In light of this concern, the concept of superdiversity (Vertovec 2007) and a process of document analysis were utilised to interrogate how the New Zealand early childhood curriculum, Te Whāriki, responds to complex and multifarious diversities. This paper describes the results of this interrogation. It also discusses possibilities for applying the superdiversity concept to interpreting and enacting the curriculum document in ways that address migration-driven inequality issues.
      PubDate: 2019-11-01
       
  • Keeping Things on Track: School Principals as Managers
    • Abstract: Abstract Literature about education in New Zealand and internationally over the past 30 years has increasingly focused on the need for effective school leadership. In New Zealand a major Best Evidence Synthesis study (BES 2009) led to an emphasis on instructional leadership aimed at raising achievement. This emphasis has tended to undervalue management, linked to the status quo rather than change and improvement. However, extended interviews with rural primary principals revealed they saw management as crucial to responding to parental concerns, handling disruption, and keeping the school ‘on track’. Making use of local knowledge and taking advice, they held the core responsibility for an observable response. These principals believed that managing issues helped them build and sustain the trust of the school community, which was of value ‘next time’. Thus, aspects of management combine the relational and context-dependent work of school principals. Drawing on Mintzberg (1990) we argue that the recognition and valuing of management aspect of school leadership is crucial for principal effectiveness.
      PubDate: 2019-11-01
       
  • Overcoming Barriers to Transgender Healthcare Education in Aotearoa New
           Zealand
    • Abstract: Abstract Educating trainee healthcare practitioners about transgender healthcare has been neglected globally, and nationally in Aotearoa New Zealand. Reasons for this oversight are only just beginning to come clear. Recent research reveals that healthcare practitioners often have a strong interest in learning about transgender healthcare but lack the knowledge and confidence to be able to teach this topic and cultivate the associated values of healthcare practitioners. There is also a lack of research about the most effective ways to teach trainee healthcare practitioners about relevant aspects of transgender healthcare. This issue is pressing, because transgender people frequently endure unmet mental and physical health needs directly related to a lack of access to welcoming, effective healthcare, even where unrelated to processes of gender transition. Aotearoa New Zealand thus seems at a critical juncture in increasing teacher education and student learning about the routine and specific healthcare needs of transgender people. We need to address this persistent educational gap, even out inequalities in health outcomes for transgender people and, in Aotearoa New Zealand, we can potentially lead the way in this field. We can: (1) commit specific curriculum space to transgender health issues; (2) research effective, specific teaching practice on this topic; (3) develop teacher practice around knowledge, confidence and values to deliver the best teaching for trainee healthcare practitioners. Teachers of healthcare practitioners need to set high standards for transgender healthcare education, and further research is needed to establish the best approach for such provision.
      PubDate: 2019-11-01
       
  • Assessing Learning Outcomes of Course Descriptors Containing Object
           Oriented Programming Concepts
    • Abstract: Abstract This study follows well-published educational criteria for assessing the quality of learning outcomes and investigates how these criteria are applied to descriptors of courses that include object oriented programming concepts. These quality criteria aim to ensure that learning outcomes are specific, measurable, attainable, relevant and time-scaled. The study examined course descriptors from all universities in New Zealand and found a significant gap between the published criteria and the learning outcomes—it is clear that learning outcomes are widely open to interpretation and do not meet the criteria. There is a minimal level of detail provided in these outcomes that are insufficient to satisfy the stated criteria. This study then presents a new and more detailed implementation of outcomes augmented with assessment structure and marking criteria to show that adding more detail significantly increases the complexity of course descriptors. This highlights the need for robust discussions between the writers of course descriptors who look for simplicity and flexibility and quality assessors who expect precision and specifics.
      PubDate: 2019-11-01
       
  • ‘A Government of Transformation’: An Analysis of the Initial Education
           Policy Directions of the Labour-Led Coalition Government of New Zealand
           2017–2018
    • Abstract: Abstract From the outset, the Labour-led Coalition Government of 2017 was intent on ‘transformation’. For the education sector, this was signalled immediately with the announcement of an extensive programme of review and reform initiated in their first 100 days of power. Yet, what is at the heart of the proposed changes and what were they trying to address' Drawing on Bacchi’s (Analysing policy: What’s the problem represented to be' Pearson, London, 2009) What’s the Problem Represented to Be' approach, we examine the significant problems identified by the in-coming Government through key public messages during their first 8 months (October 26th, 2017–June 30th, 2018). By analysing official discourses released by Ministers, we examine how the problems which the policies intended to address were constructed and represented to the public. Our analysis identified four main ‘problems’: the de-professionalisation of the teaching profession; the quality of public education; equity and access; and preparedness for the twenty first century. We conclude by examining how the representations of these problems may provide key insights into how imagined solutions are proposed and enacted in the future.
      PubDate: 2019-11-01
       
  • A Posthumanist Perspective on Caring in Early Childhood Teaching
    • Abstract: Abstract Caring occupies a contested space in early childhood teaching. Caring is valued as crucial to children’s physical and emotional wellbeing but, at the same time, it is undervalued as separate from education and more difficult to measure. This article argues for reconceptualising care as complex, dynamic, problematic, political, and assembled in affective flows among human and other-than-human components. Concepts from writing of Deleuze, and Deleuze and Guattari are used in a concept-as-method approach using a vignette from a research study of emotions in early childhood teaching. Rhizoanalysis involves mapping affective flows at the same time as tracing constraints within assemblages as means to critique and innovate from within entanglements of an early childhood setting. A cartographic approach using Deleuzian concepts of sense, paradox, and nonsense is used to explore how language expresses sense of caring beyond what can be denoted, manifested, or signified in statements by an early childhood teacher.
      PubDate: 2019-11-01
       
  • The Tensions Associated with Regional Programme Development Within a
           Neo-Liberal Environment for Tertiary Providers in Aotearoa New Zealand
    • Abstract: Abstract In Aotearoa New Zealand, changes to the political landscape have made it increasingly difficult for Institutes of Technology and Polytechnics (ITP) to successfully deliver programmes in regions away from urban centres. Within this context, research was undertaken to identify some of the tensions associated with regional strategy development. Findings highlighted that each community and their needs are different; positive partnerships are required; there are resourcing challenges, yet ITP staff demonstrate a strong sense of social and moral responsibility to their learners and communities.
      PubDate: 2019-11-01
       
  • Understanding Pasifika Students’ Engagement with Computer Science: A New
           Zealand-Based Case Study
    • Abstract: Abstract Computer Science (CS) education is being increasingly included in primary school curricula across New Zealand. As a group, Pasifika students are less likely to engage with CS at tertiary level and in the workforce, so understanding more about their engagement with school level CS seems important. A multiple case-study design was used to explore the nature of engagement with CS for six Year 7 and 8 Pasifika students. Data were collected via a drawing task, semi-structured interviews and observations of CS teaching sessions then analysed using inductive thematic analysis. Four themes emerged as important to participant engagement with CS: participation, reification, imagination and alignment. Additionally, several potential barriers and enablers were identified across three broad themes: access, perceptions and affect. Results highlight Pasifika students’ need for adequate access to CS education and intentional teaching around its purpose and relevance to their current and future identities.
      PubDate: 2019-11-01
       
  • Patu™ Meke Meter: Use in the Classroom
    • Abstract: Abstract Patu™ Aotearoa (Patu™) is a social enterprise that is dedicated to the holistic health and wellbeing of local communities. Developed in consultation with the Patu™ whānau, the Meke Meter is an indigenous, image-based, holistic self-reflection tool that has minimal text, designed to capture an individual’s perception of their wellbeing. This pilot study extended the use of the Meke Meter into the tertiary education setting and began to explore the applications of the Meke Meter as both a culturally appropriate self-reflection tool for students and an educator assessment and/or evaluation tool. Throughout 2017, the Meke Meter was used by students enrolled in the one-semester Certificate in Health and Fitness (CHF) programme delivered on the Eastern Institute of Technology (EIT) Hawke’s Bay campus. Two cohorts of students n = 27 completed the Meke Meter at the start (round 1), middle (round 2) and end (round 3) of their educational programme. Due to completion rates outside the scope of this study, not all of the students that started the programme completed the programme. Results indicate that as a group the overall perception of health and wellbeing improved as the semester progressed, however significance was only observed in median scores in round 3 when compared to rounds 1 and 2 suggesting that students need to reach the end of the programme to demonstrate significant changes in their perception of health. Notable trends however were the reduction of minimal scores from rounds 1–3 and an interesting observation that semester two students started the programme with higher scores than those in semester one. A need for culturally sensitive assessment tools which do not focus on academic achievement alone has been demonstrated in the literature (Griffiths in Aust J Indig Educ 40:69–80, 2011). This pilot study presents a simple but versatile image-based tool which can benefit students and educators through increased awareness and knowledge of the students’ holistic experiences throughout their learning journey.
      PubDate: 2019-11-01
       
  • Questioning Social Media in the Adult Literacy Classroom
    • Abstract: Abstract In Aotearoa New Zealand and internationally, current adult literacy and numeracy assessment is skills oriented; at the same time, there is a growing interest in more balanced understanding by also looking at the broad wellbeing-related outcomes of literacy education. In the research project reported below adult literacy learners in three community literacy programmes were invited to join a class Facebook group to describe the everyday outcomes of their literacy learning. The article focuses on the use of Facebook within the broader study. It discusses a range of privacy and technology challenges as well as learner engagement with Facebook in the classroom context, raising some significant questions about its value. The article explores recent theories of context and their pedagogical relevance. It concludes with implications for social media in adult literacy teaching and learning, aiming to involve marginalised adults in critical inquiry that builds their identity as informed participants in civic life.
      PubDate: 2019-10-11
       
  • Correction to: How Do New Zealand Teachers Assess Children’s Oral
           Language and Literacy Skills at School Entry'
    • Abstract: The text is captured in Table 2 footnote instead of separate paragraph and update is approved for section heading.
      PubDate: 2019-07-01
       
  • Social Investment: A New Zealand Policy Experiment
    • PubDate: 2019-07-01
       
  • The business of early career scholars: Review of C. Mutch, Optimising your
           academic career: advice for early career scholars (2017)
    • PubDate: 2019-07-01
       
  • Freedom of Academic Speech in Aotearoa-New Zealand
    • PubDate: 2019-07-01
       
  • Critical Conversations in Kaupapa Māori
    • PubDate: 2019-07-01
       
  • PISA shock in New Zealand and Shanghai; C. Tan (eds): Learning from
           Shanghai: Lessons on Achieving Educational Success
    • PubDate: 2019-07-01
       
  • How Do New Zealand Teachers Assess Children’s Oral Language and Literacy
           Skills at School Entry'
    • Abstract: Abstract Teachers of year 0/1 students in English-medium schools in New Zealand (1896 schools) were invited to participate in a survey focussed on assessment of new entrant children’s oral language and emergent literacy skills, with an estimated 21% response rate (N = 745). Teachers indicated using a variety of methods for assessing children’s skills at school entry, from standardised measures to informal teacher judgements. In response to open-ended questions several dominant themes were identified: (a) concerns regarding the skill development of many new entrants; (b) a desire for tools to assess oral language and phonological awareness; (c) preferences for tools that were current, efficient, user-friendly and appropriate for use with young children in New Zealand; (d) the need for more time outside the classroom for assessment and reflection on assessment results; and (e) interest in professional learning and development, and teaching resources to support oral language competencies.
      PubDate: 2019-07-01
       
  • Early Influences of the Fees-Free Policy on University Students in
           Aotearoa New Zealand
    • Abstract: Abstract In late 2017, the New Zealand Government introduced a finance policy in which citizens without prior tertiary experience could be eligible for 1 year of tertiary education without fees. The current study was conducted to examine new entrant students’ self-reported influence of the Fees-Free Policy on their decision to enrol in university and whether such influence varied as a function of group characteristics. Further, the study explored relations between policy-related influence, students’ early experiences during their transition to university, and semester-to-semester retention. With a cross-sectional design, participants were first-semester university students (n = 1028) from one New Zealand institution. Results showed that the policy influenced approximately one in three students in their decision to enrol in university, and 5.8% stated they would not have enrolled if the policy had not been implemented. Estimated policy influence differed across age, ethnicity, admission status, and priority learner status. Findings show that students who were more strongly influenced by the policy reported poorer academic self-efficacy, adjustment to university, subjective wellbeing, university satisfaction, and semester one Grade Point Average (GPA). Results indicate that students who were more strongly influenced by the policy were more likely to show interest in an early departure from the university within the first few weeks and less likely to continue their studies at the institution by the second semester. Discussion focusses on potential benefits and concerns involving the early implementation of this educational policy on students and their families/whānau, members of the tertiary sector, and Aotearoa New Zealand community.
      PubDate: 2019-07-01
       
  • Towards a More Complete Understanding of ‘Teaching as Inquiry’:
           Perspectives of Beginning Teachers Explored
    • Abstract: Abstract The New Zealand Ministry of Education identifies ‘Teaching as Inquiry’ (TAI) in the New Zealand Curriculum as an effective professional learning approach in promoting student learning and raising achievement. Aligned with this document, Auckland University of Technology Master of Teaching and Learning programme for postgraduate students wishing to become teachers provides practitioner inquiry-based papers to prepare them for engagement in inquiry. This article explores the construct of ‘Teaching as Inquiry’. A phenomenological position explores beginning teachers understanding of ‘self’ as an inquiring practitioner amidst tensions of school-based administrative systems and structures juxtaposed with theoretical knowledge of TAI. Findings from this study acknowledge that the Ministry’s TAI model significantly contributes towards development of ‘self’ as an inquiring practitioner. The findings caution, however, that challenges faced in the first year of teaching are not easily dismissed and contextual analysis of classroom and school practice to support competencies and capabilities for TAI is necessary.
      PubDate: 2019-07-01
       
 
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