363 research outputs found
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Connecting expectations of Te Whāriki and The New Zealand Curriculum: Examples of mathematical practices
No full textThe first year of primary school aims to be closely connected with early childhood education, yet this is often invisible in the curriculum of specific subjects. This paper sets out an approach that uses mathematical practices as a curriculum tool that reconceptualises school mathematics. Using the early childhood mathematics framework of Te Kākano, the strands of mathematical practices are important descriptors of mathematical activity for children. We describe examples of mathematical learning from both early childhood and the first year of school, and make a case for using mathematical practices as a conceptual tool for designing a mathematics curriculum in the first years of school
Problematic digital technology use in children and adolescents: Impact on physical well-being
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Since the evolution of the internet in 1969 and the inception of the personal computer in the early 1970s, a significant body of research has emerged that highlights the impacts of digital technology on education, health and human development. There is extensive research examining the physical, mental, and social health effects on young people and adolescents as well as the impacts of digital technology on their educational achievements.
The aim of the review reported on here was to examine the impact of digital technology, and more specifically the use of Bring Your Own Device (BYOD) policies in schools. BYOD allows students to bring phones, tablets and personal computers to school. Numerous components with a negative impact on physical health have been identified.
Outcomes of this study will be of interest to school leaders as policy makers. There is a need for trustworthy information on which to base reviews and revisions of school policy to ameliorate the risks of digital technology. This research report is also of relevance for tertiary providers and the government with the implementation of more online learning in class and online distance learning during COVID-19 restrictions
STEAM integration
No full textThere has been growing interest to establish curriculum integration in secondary schools due the promotion of relevant contexts used in programmes. This project has examined the role of a STEAM programme with junior secondary school students using future focussed inquiries which included Science, Environment, Technology, the Arts, and Mathematics. To explore the potential role of STEAM programmes, a group of teachers from a New Zealand and a Japanese international school participated in a design-based intervention. While curriculum integration has been a feature of learning in many primary schools, secondary teachers who are usually subject specialists are faced with the challenge of how to design and facilitate cross-curricular inquiries using STEAM. To meet this challenge, the teachers and curriculum developers considered the interface between their conceptions of cross-curricular inquiry and taking practical steps to implement such a programme. The project investigated pedagogies to develop skills in cross-curricular project work, new themes to exemplify integrated STEAM learning, and a model of professional development that would support this approach
Exploring probability concepts in a game context
No full textLearning about probability can pose difficulties for students at all levels. Performing probability experiments using games can encourage students to develop understandings of probability grounded in real events. In this reflective paper, we explore the thinking of a group of students and teachers as they reasoned about experimental and theoretical probabilities in a game context. We designed a probability lesson based on the game LuLu (McCoy et al., 2007). In this article we share the activity and describe the kinds of explorations that can be facilitated in any secondary school mathematics classroom. We were particularly interested in investigating whether students could construct a bi-directional link between experimental probability and theoretical probability. Overall, the lesson enabled students to gain hands-on experience in data collection and analysis and better comprehend affordances of culturally diverse games
"What concerns pre-service teachers the most?" A quantitative research for concurrent and consecutive teacher training models
No full textIn the Republic of Turkey, as in many other countries, there are primarily two types of teacher preparation. One is the concurrent model, where a student spends four to five years at university in an Education faculty, learning to become a school teacher. The second is the consecutive model, where university seniors and/or graduates of the Arts & Sciences faculty attend a one-year pedagogical formation certification programme to become qualified as a teacher. Only authorized Education faculties are eligible to provide these types of pedagogical formation education. Students attending an Education faculty through the concurrent model, take several pedagogical and practicum courses over a four-year period, while the students in the consecutive model only take a portion of the pedagogical courses and then complete a teaching practicum during the second semester of the year-long programme. This current study is based on the idea that along with professional competencies, psychological readiness for teaching is also affected by teacher education and training. Thus, in this study, the pre-service teachers’ concerns about teaching were analyzed as well as whether their concerns differed according to programme type, gender, and/or field of study. Data from a Teacher Concerns Checklist (TCC) completed by 545 pre-service teachers was analysed through descriptive statistics as well as multivariate analysis of variance (MANOVA) and one-way analysis of variance (one-way ANOVA). It was revealed in the analysis results that students from the concurrent model of teacher education were most concerned about the lack of public support for schools, insufficient clerical help for teachers, and the large number of administrative interruptions. While, the students from the consecutive teacher education model were most concerned about having too many students in class, lack of public support for schools, and too many standards and regulations for teachers to follow. Overall, the students from the concurrent model had significantly fewer concerns about teaching than students from the consecutive model. The field of study did have a significant effect on the concerns of preservice teachers; whereas, gender had no effect