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Reflective Practice and Action Research as a Source of Pre-service and In-service Professional Development and Classroom Innovation: Burden or Benefit? Myth or Reality?
No full textThe concept of the teacher as reflective practitioner and teacher as researcher of his/her own classroom practice now has a long 20th and 21st century tradition and is promoted widely in the teacher education literature of recent years. But does it have real benefits for teacher skill development and innovation in classroom practice? This paper describes the outcomes of two research projects. The first examines the effectiveness of a reflective practice exercise carried out by both pre-service and inservice English teachers at AUT. The other follows the development of a collaborative action research project in which teachers reflected on and took steps to improve the teaching of casual conversation in their own classrooms. The paper will draw conclusions about the benefits and constraints for teachers of both reflective practice and the more formal action research, examining to what extent they help teachers to develop skills and encourage innovation in the classroom. Recommendations are made for future practice to support both reflective practice and its formalisation as action research
Strategies for Success in IELTS
No full textThis study investigated the strategies used by international students in the process of developing the language skills needed in order to be successful in international examinations. The project involved students in IELTS preparation classes studying at an institution in Auckland, New Zealand, who were asked to complete a questionnaire
regarding their strategies for language skills development (LSD). The results of the analysis of the questionnaire data were compared with the students’ examination results. Selected individual students were also interviewed in order to gain a qualitative perspective regarding LSD strategy use and how this might relate to success in terms of examination results. Recommendations are made regarding implications for the teaching/learning situation
An Economic Analysis of the Formal Regulation of Higher Education
No full textIn recent years there has been a great deal of concern expressed by policy makers that not only should access to higher education be expanded but also that academic outcomes for students should be protected by formal government regulatory arrangements. As part of this
process one international trend in the provision of higher education has been the growing tendency for governments to promote greater levels of institutional autonomy and exposure to market forces, while at the same time demanding greater formal accountability to government
regulators. This has usually involved the creation of formal regimes that aim to regulate levels of internal efficiency, implement quality assurance mechanisms and encourage greater financial accountability on the part of higher education institutions where they are financed from the public purse. In this paper the economic rationale for the regulation of markets more generally in terms of market failure is identified and an attempt is made to match this
intervention with the various types of regulation imposed in higher education markets
The Reflective Learner: Chinese International Students’ Use of Strategies to Enhance University Study
No full textMany international students in New Zealand universities have gained eligibility for enrolment through educational achievements in their country of origin and an IELTS result no higher than Band 6. For those who come from a very different academic tradition, these criteria do not necessarily indicate an immediate readiness to understand and adopt the learning practices which will lead to success in a New Zealand university, and therefore the use of learning strategies to overcome the limitations of their resources can be a vital element in their achievement in the new educational setting. This paper draws on findings from a longitudinal study of Chinese international students in their first semesters of study to describe the development of some key strategies in response to their growing understanding of the demands placed on them and/or their developing L2 resource, thus enabling them to better meet the expectations of the New Zealand academic staff
The Impact of Exchange Rate Variations and University Reputation on the Choice of Destinations of International Students
No full textThe purpose of this paper is to determine the degree to which changes in exchange rates have an impact of the choices made by student when they travel abroad to
undertake higher education. As well as changes in exchange rates other factors are also considered such as changes in the real income of students, and the reputation of universities
Expectations of Learning: A New Zealand Perspective
No full textThis study examines differences in the expectations of New Zealand international and domestic students, studying business at undergraduate level at a New Zealand tertiary
provider. It replicates earlier research undertaken by Fisher, Lee and Birt (2002) examining international students in an Australian setting. Similarities and differences in expectations of the focus on theory or practice, deadline flexibility, study diligence and respect for the university teacher are discussed in terms of power distance and long-term orientation cultural dimensions. Whilst our results provide further support for the hypotheses concerning deadline flexibility and study diligence we find no support for hypotheses concerning respect for the university teacher
Language Learning Strategies: Theory and Research
No full textWhat is considered by many to be the pioneering work in the field of language learning strategies was carried out in the mid seventies by researchers such as Rubin (1975) and Stern (1975). Although nearly a quarter of a century has passed since then, the language learning strategy field continues to be characterised by “no consensus”
(O’Malley et al, 1985, p.22) and the concept of language learning strategies itself remains “fuzzy” (Ellis, 1994, p.529). This article attempts to clarify some of the fuzziness by trying first of all to establish basic terminology and going on to discuss definition and classification of language learning strategies. The development of language learning strategy theory and how it fits into the framework of contemporary language teaching and learning for students who speak other languages is examined, and research on language learning strategies to date is reviewe
Commercial Risks and Opportunities in the New Zealand Tertiary Education Sector
No full textThe purpose of this paper is to use an historical approach to examine the changing nature, size and diversification of education and training in New Zealand. In particular
attention will be concentrated on the emergence of the private training providers and tertiary institutions that made up a very large proportion of the New Zealand tertiary education system. After making a negligible contribution to New Zealand’s education system in 1990 the private sector now makes up around 16 per cent of tertiary enrolments. It will examine the relationship between the private tertiary education sector as well as the relationship between these institutions and demands of both students and industry
A Long Run Appraisal of the Economics of Government Provided Tertiary Education and Training in New Zealand
No full textThis paper reviews the economic justification for government intervention in the provision of education and training. A historical account of the development of vocational education and training in New Zealand is provided, focusing on the degree to which this development was influenced by market forces. An analysis of the changing level of efficiency of the government-run polytechnics in New Zealand is carried out, which finds that, although the productivity of these institutions has improved over the course of the 1990s, there is still scope for improvement
Regulatory Competition and the Investment of Australian Universities in New Zealand Export Education
No full textThe purpose of this paper is to observe the differences in immigration and students visa regulations that exist between Australia and New Zealand and see what impact they have on the increasing investment by Australian universities in the New Zealand education market