Contents

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Volume 4, Issue 1, 2007

National Editorial Board and Editorial Committee


EDITORIAL

'Lite' Education Policy for Educational Inequality
JOHN O’NEILL & PAUL ADAMS

In recent years, politicians of both the centre-right and centre-left have very enthusiastically taken up the Ministry of Education’s ‘evidence-based’ mantra that the quality of teaching and teacher dispositions, not family resources or circumstances, are the key policy lever to reducing educational inequalities ...



EARLY CHILDHOOD, PRIMARY AND SECONDARY EDUCATION

Some Implications of the Te Kotahitanga Model of Teacher Positioning
ANITA GUTSCHLAG

The Ministry of Education funded Te Kotahitanga project aims to improve the educational achievement of Maori students in mainstream secondary schools.  However, it is contended that certain contradictions inherent in the original research project will limit its overall success.  In particular, the implications of Te Kotahitanga’s ‘teacher positioning model’ are discussed.  Such a model offers and allocates teachers only a prescribed set of discourse positions  …

Viewing Beyond the Narrative Content: Young Children Discuss a Popular DVD Text
JENNIFER BISHOP AND WINIFRED JACKSON

New Zealand education has a strong focus on early literacy and most literacy educators would agree that they want their students to become critical readers of text in all forms, genres and modes.  There would be less agreement on how to reach this aim, or what it actually means.  Our discussion begins by establishing the socio-cultural context in which literacy is learned, the variety of literacy practices and their relationships to power, and the focus of a critical literacy approach …

'Whose Education Is It Anyway?': Why It Is Important That Teachers Understand and Question the Broader Contexts that Shape the Curriculum
RA DAVIS

Teachers need to understand the economic and global contexts that underpin the curriculum because they impact on the interpretation, definition and perception of their role. Grundy (1994) maintains that there is a 'taken for granted view of the curriculum as something that is given to, or provided for, students’ (p.27). This view of curriculum fails to acknowledge the crucial, dynamic role that teachers and students bring to the active construction of knowledge...



TEACHER AND TERTIARY EDUCATION

The Identification of Pre-Service Teachers' Philosophical Orientation
THOMAS RYAN

Publication withdrawn at the request of the author, 28 November 2009.

Teaching Psychology At Undergraduate Level: Rethinking What We Teach And How We Teach It
SONJA GOEDEKE

Traditionally undergraduate psychology has maintained an allegiance to a positivist scientist-practitioner model and has focussed on building a solid theoretical foundation.  The development of skills and self-awareness has typically been the domain of postgraduate study. It is argued that in the process of trying to justify itself as a ‘science’, psychology has lost many of the aspects that first attracts people to its study: the desire for greater understanding of self, others and social phenomena ...

Children's Issues Centre: 12 Years of Research and Advocacy
THE CHILDREN'S ISSUES CENTRE

The Children’s Issues Centre (CIC) is based in the University of Otago’s College of Education. The Centre is primarily a research centre whose role is to provide a forum for addressing national issues that affect children, and to give a higher profile and identity to issues faced by children ...



BOOK REVIEW

What's Up With Our Schools? A New Zealand Principal Speaks Out
RICHARD SMITH

Here is a gem (well diamond in the rough actually) by a minor Kiwi educational ‘celebrity’. Allan Peachey describes himself as a ‘pretty ordinary bloke with some not so ordinary ideas about the New Zealand schooling system’ (Peachey, 2005, Preface). Furthermore, true to form Peachey claims: 'Some of the things I have learned might have relevance beyond education. I hope so. I am frequently described as outspoken, and sometime blunt – a reputation this book will confirm ...



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