363 research outputs found
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Teaching troubles: Social action and social analysis in the classrooms of two teachers
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When 'trial' means 'development': A mathematics unit standard trial
No full textIn 1995 various secondary schools throughout New Zealand became trial schools for the mathematics Unit Standards. This study centred on one such school. Data on the trial were collected from both staff and students. It quickly became apparent that the trials were more a development of Unit Standard assessments than the trial of newly produced resources. Involvement in such development soon threw up issues to do with work load, reassessment, sufficiency, moderation between schools, and tracking. The paper concludes with some recommendations for future improvements
Creativity and problem solving in art education
No full textThis paper explores factors that are considered to contribute to creativity and problem-solving in art education. It then reports on two exploratory, small-scale action-research studies designed to investigate the extent to which art approaches incorporating the factors identified foster creativity and creative problem-solving in art. The results suggest that if creativity and problem-solving are to be developed in art then the total classroom programme probably must support this
Tim Taylor A beginner's guide to Mantle of the Expert: A transformative approach to education
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Mobile technologies in schools: The student voice
No full textIntermediate and high school students spend a large amount of time using mobile devices (Lauricella, Cingel, Blackwell, Wartella, & Conway, 2014), and such devices are increasingly being integrated into our school system. We conducted a series of student-led focus groups, with this early adolescent cohort, in order to better understand their experiences of the recent technological shift. Four main ideas emerged from a thematic analysis of three focus group discussions: restrictions, student-led technology use, bypassing the restrictions, and connectivity as a need. Direct quotes from students and our analysis of these themes suggest that young people should be included, to a much greater extent, in discussions about the evolution of teaching practices in today’s digital age. Clear benefits and risks linked to greater use of mobile technologies were evident in our discussions, the implications of which are discussed along with limitations of the current study and proposed future research.
iPadegogy of reading: Do iPads influence students' reading?
No full textThe increase in accessibility and demand for laptop computers and tablets has seen literacy in schools begin to transmogrify, due to the advances of modern digital technology. This is in part due (but not limited) to the growing need, acceptance and popularity, as the division between home use and that found in classroom learning environments is steadily diminishing. With such advances in technology also comes the evolution of the format and style of reading text. Consequently, educators are often left questioning how effective and efficient the introduction of iPads are to the engagement, comprehension and achievement of readers. Schools and institutions are faced with the issue as to whether or not the impending technology is beneficial to reading instruction and thus adapted accordingly, or accept the current method of reading instruction as being sufficient. This article outlines research undertaken by myself, a middle school teacher, in order to investigate the possible influence iPads have on student achievement and perceived learning and engagement in reading, concluding with reference to the findings from the study and implications for teachers and schools who currently, or are looking to implement iPads into the learning environment.
The teaching practicum: Making personal decisions
No full textIn New Zealand the teaching practicum is an important aspect of pre-service teacher education programmes.The relationship between the associate teacher and the student teacher for the practicum is therefore crucial. For the associate teacher and student teacher to develop a 'rich' (Elliott, 1995) professional relationship both must be active in the relationship.In a study which investigated professional relationships the notion of personal connectedness developed as one of the themes and also became a key principle that appeared to underpin all aspects of the development of effective professional relationships between associate teachers and student teachers.This paper discusses the factors identified in the study as being essential to the development of personal connectedness in the professional relationship
