Abstract: Examples from case studies and practices are used to clarify the theoretical framework ... more Abstract: Examples from case studies and practices are used to clarify the theoretical framework and to illustrate the success of Invitational Theory as one of the theories taught in Waikato Polytechnic's Diploma of Adult Learning and Teaching. Concludes by pointing ...
Abstract: Examples from case studies and practices are used to clarify the theoretical framework ... more Abstract: Examples from case studies and practices are used to clarify the theoretical framework and to illustrate the success of Invitational Theory as one of the theories taught in Waikato Polytechnic's Diploma of Adult Learning and Teaching. Concludes by pointing ...
The aim of the New Zealand Teachers Council Learning to Teach research programme was to review an... more The aim of the New Zealand Teachers Council Learning to Teach research programme was to review and evaluate the nature and quality of advice provided for provisionally registered teachers. With thousands of provisionally registered teachers participating in induction programmes each year in New Zealand, the Council recognised the importance of ensuring that this was a positive learning experience for them. Publication of this report brings to a close the Learning to Teach research programme. The first two stages of the research were carried out by the New Zealand Council for Educational Research. The first, Learning to Teach: A Literature Review of Induction, was conducted by Marie Cameron and published in 2007, and involved a critical review of the New Zealand and international literature on approaches to induction. The literature review informed the second stage of the Learning to Teach research programme, an investigation of teachers' experiences of induction. This second study, also published in 2007-Learning to Teach: A Survey of Provisionally Registered Teachers in Aotearoa New Zealand, conducted by Marie Cameron, Rachel Dingle, and Keren Brooking-employed a national survey followed by a selection of focus groups with teachers who had recently finished their induction programme. The literature review highlighted best practice for effective induction and indicated where gaps existed in New Zealand. The survey and focus groups confirmed the areas where more support was needed and showed inconsistencies in the New Zealand system. Both reports also emphasised how important good induction is for provisionally registered teachers. The third and final stage of the Learning to Teach research programme aimed to identify exemplary induction practices within early childhood education services, Māori medium settings,
We claim to hold values that our students are responsible and autonomous adults whose success in ... more We claim to hold values that our students are responsible and autonomous adults whose success in our courses is best facilitated by our understanding of and respect for their specific backgrounds. We wish to be judged on these values by feedback provided by our students and those with whom we work. However, how well, if ever, are we able to 'see the water,' the cultural conditioning that leads us to act in ways that seem supportive of our students to us, but may be perceived differently by them? In this paper, we present conflicting evidence around perceptions of our practice. We discuss where things have gone well, and where interventions have possibly been traumatic for the recipients. We question whether, and how, our practice cross-culturally can be safe. We challenge ourselves and others to think carefully about our responsibilities to our students, whether our privileged positioning obliges us to share and if so, how that sharing can occur in ways that validate and equally respect the values of those with whom we work. I.
Executive summary There are new challenges for education systems in knowledge societies. All lear... more Executive summary There are new challenges for education systems in knowledge societies. All learners need to be well served by their education to develop the requisite capabilities and sense of belonging and wellbeing to succeed and contribute to wider communities. This requires a responsive, future-focused education system, based on high expectations for successful outcomes amongst diverse learner groups. New Zealand learner outcomes in international assessments (for example, Programme for International Student Assessment—PISA) show relatively high disparities in achievement by comparison with most countries in the OECD (Organisation for Economic Co-operation and Development). According to Alton-Lee (2003), on these tests, “Māori and Pasifika students featured quite prominently amongst the students that performed poorly” (p. 8). She also stated that the: …high disparities, the relatively high variance within schools in the New Zealand PISA results, and our rapidly growing demograp...
Abstract: Examples from case studies and practices are used to clarify the theoretical framework ... more Abstract: Examples from case studies and practices are used to clarify the theoretical framework and to illustrate the success of Invitational Theory as one of the theories taught in Waikato Polytechnic's Diploma of Adult Learning and Teaching. Concludes by pointing ...
Abstract: Examples from case studies and practices are used to clarify the theoretical framework ... more Abstract: Examples from case studies and practices are used to clarify the theoretical framework and to illustrate the success of Invitational Theory as one of the theories taught in Waikato Polytechnic's Diploma of Adult Learning and Teaching. Concludes by pointing ...
The aim of the New Zealand Teachers Council Learning to Teach research programme was to review an... more The aim of the New Zealand Teachers Council Learning to Teach research programme was to review and evaluate the nature and quality of advice provided for provisionally registered teachers. With thousands of provisionally registered teachers participating in induction programmes each year in New Zealand, the Council recognised the importance of ensuring that this was a positive learning experience for them. Publication of this report brings to a close the Learning to Teach research programme. The first two stages of the research were carried out by the New Zealand Council for Educational Research. The first, Learning to Teach: A Literature Review of Induction, was conducted by Marie Cameron and published in 2007, and involved a critical review of the New Zealand and international literature on approaches to induction. The literature review informed the second stage of the Learning to Teach research programme, an investigation of teachers' experiences of induction. This second study, also published in 2007-Learning to Teach: A Survey of Provisionally Registered Teachers in Aotearoa New Zealand, conducted by Marie Cameron, Rachel Dingle, and Keren Brooking-employed a national survey followed by a selection of focus groups with teachers who had recently finished their induction programme. The literature review highlighted best practice for effective induction and indicated where gaps existed in New Zealand. The survey and focus groups confirmed the areas where more support was needed and showed inconsistencies in the New Zealand system. Both reports also emphasised how important good induction is for provisionally registered teachers. The third and final stage of the Learning to Teach research programme aimed to identify exemplary induction practices within early childhood education services, Māori medium settings,
We claim to hold values that our students are responsible and autonomous adults whose success in ... more We claim to hold values that our students are responsible and autonomous adults whose success in our courses is best facilitated by our understanding of and respect for their specific backgrounds. We wish to be judged on these values by feedback provided by our students and those with whom we work. However, how well, if ever, are we able to 'see the water,' the cultural conditioning that leads us to act in ways that seem supportive of our students to us, but may be perceived differently by them? In this paper, we present conflicting evidence around perceptions of our practice. We discuss where things have gone well, and where interventions have possibly been traumatic for the recipients. We question whether, and how, our practice cross-culturally can be safe. We challenge ourselves and others to think carefully about our responsibilities to our students, whether our privileged positioning obliges us to share and if so, how that sharing can occur in ways that validate and equally respect the values of those with whom we work. I.
Executive summary There are new challenges for education systems in knowledge societies. All lear... more Executive summary There are new challenges for education systems in knowledge societies. All learners need to be well served by their education to develop the requisite capabilities and sense of belonging and wellbeing to succeed and contribute to wider communities. This requires a responsive, future-focused education system, based on high expectations for successful outcomes amongst diverse learner groups. New Zealand learner outcomes in international assessments (for example, Programme for International Student Assessment—PISA) show relatively high disparities in achievement by comparison with most countries in the OECD (Organisation for Economic Co-operation and Development). According to Alton-Lee (2003), on these tests, “Māori and Pasifika students featured quite prominently amongst the students that performed poorly” (p. 8). She also stated that the: …high disparities, the relatively high variance within schools in the New Zealand PISA results, and our rapidly growing demograp...
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