363 research outputs found
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Engaging tertiary educators in the development of their assessment literacy
No full textUsing assessment to inform teaching and to measure learning outcomes is of critical importance in higher education. However, many tertiary educators are not sufficiently knowledgeable or prepared to do this confidently. This paper suggests that tertiary educators could be given tools and encouraged to exert agency in their own assessment literacy development. It examines the application of one potential tool, the SALRubric (Edwards, 2017), which describes stages of development in ten dimensions of summative assessment literacy. The tool’s structure and intent make it possible for the rubric to be modified to incorporate other content and context-dependent dimensions of assessment within a tertiary setting. A process through which appropriate dimensions could be identified is described so that the resulting co-constructed rubric could be used for both peer assessment and self-assessment by tertiary educators. Initial work using the SALRubric indicates that this has the potential to lead tertiary educators to an increased awareness of dimensions of assessment literacy and more active engagement in their teaching, thereby enhancing learning for their students
A whole-school approach to developing resilience: Resources and suggestions for New Zealand schools
No full textIn learning and life, there will always be challenges, requiring resilience to overcome, adapt, and persist in the face of adversity. Resilience is a key aspect of mental health and lifelong learning, reflected in the vision, key competencies, and health-related elements of the New Zealand Curriculum (Ministry of Education, 2007). Working on the understanding that schools can and should help learners to develop resilience, this article shares a recent inquiry undertaken by a full primary school in New Zealand (NZ), as part of a Teacher-Led Innovation Fund (TLIF) project. The inquiry approach and main findings are outlined, along with resources, and suggestions for schools striving to build a shared understanding of resilience among teachers, students, and parents. Our inquiry attests to the power of a whole school approach to the learning of resilience, underpinned by relational connections, the language of resilience and cross-curricula integration, as well as informal learning
University student satisfaction, resource management and metacognitive learning strategies
No full textThe study aims to determine the relationship between university students’ satisfaction with the university and the use of resource management and metacognitive self-regulatory learning strategies through structural equation modelling. This study was designed in the relational screening model, which is among the descriptive research methods and defines the relationships between variables. The data were collected from 364 undergraduate students at a university in Turkey. Structural equation modelling was used to test the model that showed the relationships between student satisfaction, resource management and metacognitive self-regulatory learning strategies, and the descriptive statistics of the variables and correlations were also calculated. Research results show that metacognitive and resource management self-regulatory learning strategies affect student satisfaction. significantly at a low level. Students’ use of self-regulatory learning strategies positively affects their satisfaction from the institution they are studying. In addition, the mediating effect of resource management self-regulatory learning strategy between metacognitive learning and student satisfaction was examined, and the indirect impact of resource management on student satisfaction was also found to be significant
Observing the effects of hands-on activities on mathematics teacher confidence in geometry and statistics: A case study
No full textMiddle school mathematics teachers often do not emphasise statistics and geometry in their lesson plans for a variety of reasons. However, these are integral topics in mathematics, and using direct lecture or hands-on activities may have different effects on teacher confidence when approaching these subjects. Using qualitative and quantitative methods, anxiety was found to improve with lecture-based workshops, while confidence and effectance was found to improve with manipulatives-based workshops. The results showed some surprising and unsurprising reasons for these conclusions.
Key words: teacher education; math anxiety; manipulatives; geometry; statistic
Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom
No full textNew Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice
Learnings through explorations of the teaching space: Creating climates of collaboration
No full textN/
Problematic digital technology use of children and adolescents: Psychological impact
No full textSince 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. This paper reviews research in this area and examines the physical, mental, and social health effects on children and adolescents (10- to 19-year-olds), as well as the impacts of digital technology on educational achievements. The aim of this literature review, to examine the psychological impact of digital technology, was prompted in part by the widespread use of digital technologies in schools including Bring Your Own Device (BYOD) policies. BYOD asks students to bring personal laptop or iPad/tablet computers to school. Outcomes of this study may be surprising in the quantity of research available that provides red flag alerts. This fact alone 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 reduce the risks from the use of digital technology
Indian teachers and environmental identity in Aotearoa New Zealand early childhood education
No full textThe Aotearoa New Zealand early childhood education (ECE) landscape is becoming increasingly multicultural, in particular with a significant number of migrant Indian teachers working in the field. This paper explores the potential role of environmental identity as migrant Indian ECE teachers navigate between the Indian and New Zealand cultures, wherein the environment may hold different meanings and place in these two cultural systems. The natural environment holds a special place in Aotearoa New Zealand’s cultural systems and is an integral part of the national identity. It can be argued that early childhood environmental education is important, and is already playing a part, in developing children’s environmental identity across the country. In facilitating this, teachers’ environmental identities can be equally important, especially in the case of migrant teachers, whose identities are influenced by different cultural systems. Our interest is in the environmental identities of migrant Indian teachers’ given their growing numbers in Aotearoa New Zealand ECE