Papers by Beverley Cooper
Waikato Journal of Education, 2010
To understand the complexity of the classroom in ways that might inform teaching research in need... more To understand the complexity of the classroom in ways that might inform teaching research in needed that explains both why and how something works. Teacher-researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit.
Research reports are available on the Ministry of Education's website Education Counts: www.... more Research reports are available on the Ministry of Education's website Education Counts: www.educationcounts.govt.nz/publications. ... Opinions expressed in this report are those of the authors and do not necessarily coincide with those of the Ministry of Education
Waikato Journal of Education, 2010
To understand the complexity of the classroom in ways that might inform teaching research in need... more To understand the complexity of the classroom in ways that might inform teaching research in needed that explains both why and how something works. Teacher-researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit.
In this evaluation, three methods of data collection were used: first, six focus groups of teache... more In this evaluation, three methods of data collection were used: first, six focus groups of teachers in face-to-face meetings, second, a questionnaire sent to teachers in a range of schools, and third, case studies of eight schools participating in the TELA scheme. The focus groups ...
Waikato Journal of Education, 2010
New Zealand teacher educators are faced with the challenge of how to prepare their student teache... more New Zealand teacher educators are faced with the challenge of how to prepare their student teachers to become beginning teachers who are able to base their teaching upon the national curriculum. To meet this challenge, designers of initial teacher education (ITE) programmes need to consider the interface between ITE curriculum and the legislated curriculum for schools. This paper looks at some of the historical influences upon the curriculum in both initial teacher education and schools by examining wider contextual influences. We point out that in ITE there has been an ongoing search for the most appropriate knowledge base for teaching, a search that is made problematic due to differing views of knowledge, teaching and learning We argue that in spite of these differences, there is benefit in an ITE curriculum that has a close relationship with the school curriculum in terms of what is learned and the teaching and learning approaches. New Zealand has a revised national curriculum for schools (Ministry of Education, 2007) that schools are expected to implement from 2010. In preparing student teachers to become beginning teachers, ITE providers are in a phase of designing learning experiences that link ITE curriculum and school curriculum. This process is problematic, for there are various internal and external pressures that lead to a crowded ITE curriculum and challenge ITE autonomy and innovation in curriculum decisionmaking.
Waikato Journal of Education, 2010
Waikato Journal of Education, 2013
Research reports are available on the Ministry of Education's website Education Counts: www.... more Research reports are available on the Ministry of Education's website Education Counts: www.educationcounts.govt.nz/publications. ... Opinions expressed in this report are those of the authors and do not necessarily coincide with those of the Ministry of Education
It is widely recognised that the leadership of school principals is a crucial factor in school-ba... more It is widely recognised that the leadership of school principals is a crucial factor in school-based curriculum change. With the recent introduction of a new national curriculum in New Zealand, schools will need to develop strategies to incorporate this new curriculum into their programmes. This paper outlines evidence from international literature about how the leadership of principals is linked to change. It also examines evidence from case studies of early adopter schools. A major finding is that there appear to be common factors at work across effective secondary school principals, in particular an enthusiasm for proactive leadership of changes in school culture involving fundamental shifts in thinking and behaviour.
This special issue of the Waikato Journal of Education arose from a symposium held at The Univers... more This special issue of the Waikato Journal of Education arose from a symposium held at The University of Waikato in June, 2009. The symposium, Initial Teacher Education and the New Zealand Curriculum-Te Marautanga o Aotearoa Symposium, was attended by delegates from all major initial teacher education (ITE) providers in New Zealand. ITE refers to pre-service teacher education, that is, programmes that prepare student teachers to become beginning teachers. Curriculum includes the school and the ITE curriculum.
and qualified learners to gain the engineering qualification required for teaching technology in ... more and qualified learners to gain the engineering qualification required for teaching technology in secondary schools is described. A cross-sequentialpatch-up research design was used to collect data from students in both years of the two-year programme to assess the effectiveness of the pathway.
International Journal of …, Jan 1, 2012
New Zealand teacher educators are faced with the challenge of how to prepare their student teache... more New Zealand teacher educators are faced with the challenge of how to prepare their student teachers to become beginning teachers who are able to base their teaching upon the national curriculum. To meet this challenge, designers of initial teacher education (ITE) programmes need to consider the interface between ITE curriculum and the legislated curriculum for schools. This paper looks at some of the historical influences upon the curriculum in both initial teacher education and schools by examining wider contextual influences. We point out that in ITE there has been an ongoing search for the most appropriate knowledge base for teaching, a search that is made problematic due to differing views of knowledge, teaching and learning We argue that in spite of these differences, there is benefit in an ITE curriculum that has a close relationship with the school curriculum in terms of what is learned and the teaching and learning approaches. New Zealand has a revised national curriculum for schools (Ministry of Education, 2007) that schools are expected to implement from 2010. In preparing student teachers to become beginning teachers, ITE providers are in a phase of designing learning experiences that link ITE curriculum and school curriculum. This process is problematic, for there are various internal and external pressures that lead to a crowded ITE curriculum and challenge ITE autonomy and innovation in curriculum decisionmaking.
New Zealand …, Jan 1, 2009
Zealand who are engaged in school research and other projects that involve people, such as other ... more Zealand who are engaged in school research and other projects that involve people, such as other students, family, and members of the community, as Rosemary De Luca and Bev Cooper, both from University of Waikato, explain:
To understand the complexity of the classroom in ways that might inform teaching research in need... more To understand the complexity of the classroom in ways that might inform teaching research in needed that explains both why and how something works. Teacher-researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit.
conference.nie.edu.sg
In recent times, two influences have converged to highlight the crucial role of the teacher in ed... more In recent times, two influences have converged to highlight the crucial role of the teacher in educational reform. These two influences are firstly changes in how learning and learners are viewed; and secondly an appreciation of the relationships between teaching, learning, assessment and curriculum. This paper draws on two reviews of the international research literature and two classroom based research projects all undertaken by staff of the Centre of Science and Technology Education Research [CSTER] from 1995 -2003. It is argued for the central role of the teacher and of assessment for learning as vehicles for enhancing student achievement in technology and science. The paper makes a case for the role of teacher pedagogical content knowledge and the importance of teacher-student interactions in assessment for learning. Factors that contribute to enhancing assessment for learning and some strategies to help teachers with this challenging task are discussed.
TECHNOLOGY AND TEACHER EDUCATION …, Jan 1, 2003
Teaching practice experiences for student teachers at the University of Waikato involve establish... more Teaching practice experiences for student teachers at the University of Waikato involve establishing partnerships between schools, university staff and student teachers. While these partnerships are already strong, the development of the Secondary Teaching Practice(STP) web site ...
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Papers by Beverley Cooper