Teachers as readers in New Zealand Primary Schools

2021 ◽  
Author(s):  
Sue MacDowall ◽  
Keyword(s):  
New Zealand ◽  
Educational Research ◽  
Exploratory Study ◽  
Primary Schools ◽  
National Library ◽  
Equitable Distribution ◽  
Aotearoa New Zealand ◽  
Reading For Pleasure ◽  
Teachers As Readers

This report presents the findings of a small exploratory study carried out in 2021 by the New Zealand Council for Educational Research (NZCER) for the National Library of New Zealand | Te Puna Mātauranga o Aotearoa. The project is part of a wider suite of six studies commissioned by the National Library as part of their Communities of Readers initiative. This initiative foregrounds the benefits of reading for pleasure and the equitable distribution of these benefits across all communities in Aotearoa New Zealand.

Classroom teachers’ and administrators’ views of teaching health and physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 448-464
Author(s):  
Dominique Banville ◽  
Ben Dyson ◽  
Pamela H Kulinna ◽  
Michalis Stylianou
Keyword(s):  
Physical Activity ◽  
New Zealand ◽  
Physical Education ◽  
Professional Learning ◽  
School Environment ◽  
Primary Schools ◽  
National Curriculum ◽  
Classroom Teachers ◽  
Health And Physical Education ◽  
Aotearoa New Zealand

Teacher efficacy influences what and how they teach. This may be particularly important to consider in Aotearoa New Zealand contexts where primary classroom teachers teach health and physical education and use physical activity breaks with little training. It remains unclear how classroom teachers perceive this role and how to better support them. The purpose of this study was to investigate classroom teachers’ and administrators’ views of teaching health and physical education, including physical activity behaviours, in primary schools in Aotearoa New Zealand. Participants were 10 teachers and three administrators from two schools selected as a purposive sample. Data were collected through formal interviews, field notes, and photographs, and were analysed using inductive analysis and constant comparison. The findings are shared using four themes: (a) support for physical activity breaks; (b) support for curriculum content in health and physical education and ‘Kiwi’ sport culture; (c) teachers’ influence level; and (d) school environment. Overall, teachers and administrators felt very efficacious in their roles of creating healthy and active schools. These teachers also appeared to be confused regarding the difference between physical education, sport, and physical activity. They did feel, however, that instructional self-efficacy could be improved through enhanced content and pedagogy taught in teacher education programmes, and increased opportunities for professional learning and development. Potentially, this could lead to more time spent teaching the health and physical education content as well as a greater focus on the national curriculum for health and physical education being taught in Aotearoa New Zealand.

Takina te Kawa: Laying the Foundation, a Research Engagement Methodology in Aotearoa (New Zealand)

2009 ◽  
Vol 39 (1) ◽  
pp. 110-117 ◽  
Author(s):  
Marama Taiwhati ◽  
Rawiri Toia ◽  
Pania Te Maro ◽  
Hiria McRae ◽  
Tabitha McKenzie
Keyword(s):  
New Zealand ◽  
Educational Research ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Knowledge Development ◽  
Research Framework ◽  
Research Participants ◽  
Research Engagement ◽  
Aotearoa New Zealand ◽  
Engagement Process

AbstractIn the bi-cultural context of Aotearoa (New Zealand), engagement with stakeholders that is transparent and culturally responsive is a priority for educational research. More common research approaches in New Zealand have followed a Western euro-centric model of engagement with research participants resulting in interventions and initiatives that have not necessarily served the needs of the education sector. The authors critically analyse the researcher relationship with research participants to provide a Māori perspective to guide the engagement process as researchers enter educational communities to conduct research. Embedded with Māori ideology and knowledge, the Hei Korowai ethical research framework is a platform for insider positionality that acknowledges partnership between the researcher and the researched for the benefit of knowledge development and the educational sector.

scholarly journals External providers and their impact on Primary Physical Education in Aotearoa/New Zealand.

2020 ◽  
Author(s):  
B Dyson ◽  
Barrie Gordon ◽  
J Cowan ◽  
A McKenzie
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Physical Education ◽  
San Francisco ◽  
Primary Schools ◽  
Qualitative Evaluation ◽  
Classroom Teachers ◽  
Intermediate Schools ◽  
Aotearoa New Zealand ◽  
Wide Range

© 2016 Australian Council for Health, Physical Education and Recreation. Within Aotearoa/New Zealand primary schools, External Providers (EPs) have steadily increased their influence on physical education. The purpose of this study was to explore and interpret classroom teachers’ perspectives of EPs in their primary school. The research team obtained questionnaire responses from 487 classroom teachers from 133 different primary and intermediate schools in six regions across Aotearoa/New Zealand. In addition, 33 classroom teachers, selected from the six regions as a purposive sample [Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Newbury, CA: Sage], were interviewed. The research utilised a case-study design [Stake, R. E. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage] and incorporated a mixed-methods approach [Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Jossey-Bass]. Our findings support the belief that EPs are established as major providers of physical education and sport in the primary schools space. Teachers identified a large number of EPs (n = 638) active in their schools. A number of categories were drawn from the interviews: Prevalence of EPs, Expertise and professional development (PD), Valued programs, Evaluation and assessment of EP provided programs and Pedagogical limitations. The teachers valued the EPs for their expertise, PD and the opportunities for students to experience a wide range of sports. However, schools conducted little assessment or evaluation of the programs. Teachers expressed some criticisms around the pedagogical approaches used and the EPs’ lack of knowledge of the curriculum. As a profession it is our responsibility to ensure that all students experience quality physical education programs and that EPs are working in ways that maximise the benefits for our students.

scholarly journals Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school

2021 ◽  
Author(s):  
◽  
Diane Stannard
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Online Survey ◽  
Developmental Process ◽  
Personal Goals ◽  
Mentor Training ◽  
Study Approach ◽  
Aotearoa New Zealand ◽  
Survey Interviews ◽  
Educative Mentoring

<p>The Guidelines for Induction and Mentoring and Mentor Teachers were published in 2011 by the New Zealand Teachers Council. The Guidelines signalled a shift from what had been an induction programme based on advice and guidance to one that involved educative mentoring. These guidelines were developed to support the provision of nationally consistent, high quality, and comprehensive support for provisionally certificated teachers (PCTs).  This qualitative investigation used an interpretative case study approach to describe what educative mentoring looked like in three New Zealand primary schools. Data were gathered using an online survey, interviews, recorded meeting and analysis of documents.  The findings were that mentors and provisionally registered teachers had differing levels of understanding of educative mentoring. While mentors espoused using educative mentoring components (Education Council of Aotearoa New Zealand, 2015a, pp. 25-26) this did not appear to be happening in practice. This suggests the need for mentor training if educative mentoring is to become embedded. Mentors need training to understand what educative mentoring really means. In particular the elements of deconstruction (describing, analysing, and discussing evidence) and co-construction (setting new personal goals) were missing to some degree in each relationship investigated. The process of induction and mentoring is to develop practice and ultimately for the provisionally registered teacher to attain the Practising Teacher Criteria. However this study revealed that the developmental process of practice appears to be more focused on meeting the Practising Teacher Criteria than developing understanding through the setting of personal goals.</p>

Archiving Social Media at the Alexander Turnbull Library, Te Puna Mātauranga o Aotearoa National Library of New Zealand

2019 ◽  
Vol 48 (3-4) ◽  
pp. 129-134
Author(s):  
Gillian Lee ◽  
Valerie Love ◽  
Jessica Moran
Keyword(s):  
Social Media ◽  
New Zealand ◽  
General Public ◽  
General Election ◽  
National Library ◽  
Aotearoa New Zealand ◽  
The Pacific ◽  
Archive Project ◽  
Kaikoura Earthquake

AbstractThis article explores projects by the Alexander Turnbull Library to collect social media materials that reflect contemporary New Zealand culture and life. The article focuses on projects to harvest Twitter content relating to the 2016 Kaikōura earthquake and the 2017 New Zealand General election, and the ATL100 Facebook Archive project, which piloted collecting personal Facebook account archives relating to Aotearoa New Zealand and the Pacific from the general public.

scholarly journals Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school

2021 ◽  
Author(s):  
◽  
Diane Stannard
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Online Survey ◽  
Developmental Process ◽  
Personal Goals ◽  
Mentor Training ◽  
Study Approach ◽  
Aotearoa New Zealand ◽  
Survey Interviews ◽  
Educative Mentoring

<p>The Guidelines for Induction and Mentoring and Mentor Teachers were published in 2011 by the New Zealand Teachers Council. The Guidelines signalled a shift from what had been an induction programme based on advice and guidance to one that involved educative mentoring. These guidelines were developed to support the provision of nationally consistent, high quality, and comprehensive support for provisionally certificated teachers (PCTs).  This qualitative investigation used an interpretative case study approach to describe what educative mentoring looked like in three New Zealand primary schools. Data were gathered using an online survey, interviews, recorded meeting and analysis of documents.  The findings were that mentors and provisionally registered teachers had differing levels of understanding of educative mentoring. While mentors espoused using educative mentoring components (Education Council of Aotearoa New Zealand, 2015a, pp. 25-26) this did not appear to be happening in practice. This suggests the need for mentor training if educative mentoring is to become embedded. Mentors need training to understand what educative mentoring really means. In particular the elements of deconstruction (describing, analysing, and discussing evidence) and co-construction (setting new personal goals) were missing to some degree in each relationship investigated. The process of induction and mentoring is to develop practice and ultimately for the provisionally registered teacher to attain the Practising Teacher Criteria. However this study revealed that the developmental process of practice appears to be more focused on meeting the Practising Teacher Criteria than developing understanding through the setting of personal goals.</p>

Young New Zealanders' Consumption of Television Fiction Programs: An Exploratory Study of Young People's Reception Habits

2014 ◽  
Vol 152 (1) ◽  
pp. 16-26 ◽  
Author(s):  
Maddalena Fedele
Keyword(s):  
New Zealand ◽  
Exploratory Study ◽  
Leisure Activities ◽  
The Internet ◽  
First Year ◽  
Convenience Sample ◽  
Aotearoa New Zealand ◽  
Consumption Strategies ◽  
New Zealanders

This article presents part of the findings of an exploratory study of young people's consumption of television fiction programs, carried out in Aotearoa New Zealand. The paper focuses on young people's reception habits, describing those practices within the rest of their leisure activities. A questionnaire was administered to a convenience sample of 225 first-year Victoria University of Wellington students aged 17–30. Among the main results, young people's predilection for television fiction must be emphasised. Even if watching television is not one of the more frequent leisure activities for those surveyed, most of them report watching at least one or two different fiction programs every day, especially by themselves or with friends, and in domestic common spaces. They also show some multimedia and multi-tasking consumption strategies – such as watching fiction programs through different media, such as the TV set, DVDs and the internet – and carrying out simultaneous activities while watching.

scholarly journals Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

2020 ◽  
Author(s):  
Barrie Gordon ◽  
B Dyson ◽  
J Cowan ◽  
A McKenzie ◽  
B Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Education Planning ◽  
Individual Interviews ◽  
National Monitoring ◽  
Aotearoa New Zealand ◽  
Research In Education

© 2016, New Zealand Association for Research in Education. This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

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