Contents

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Volume 7, Issue 1, 2010

National Editorial Board and Editorial Committee


EDITORIAL

Heeding Parents in Educational Reform
PAUL ADAMS AND JOHN O’NEILL

One of the most important groups in any education reform process is the parents/ whaanau of the students directly affected. Theirs is frequently the forgotten voice in such reforms, drowned out by politicians, interest groups, academics, principals, teachers, and others with the prestige or influence to get their voices heard. The current debate on National Standards is no different in this regard ....

 

EARLY CHILDHOOD EDUCATION

Partners For Success: Grappling With New Concepts That Challenge The Old
WAANA WATENE AND MARGARET STUART

This is a reflection on co-teaching Te Tiriti o Waitangi in Action, a course for beginning teachers in Early Childhood Education. This includes a discussion on teaching strategies (including caucusing) for this topic ....

 
COMPULSORY EDUCATION

National Standards: A Parent’s Perspective
BILL COURTNEY

Do parents strongly support National Standards? Or, more to the point, how many parents really understand it? Teachers must provide the judgments of students’ progress and achievement against the Standards and parents want to know how their children are doing at school, so they can support their learning. But if the Standards are not clear enough for teachers to be confident about them, or they have been set at the wrong level, then parents will lack the confidence to use the information contained in the reports. ....

National Standards: Are They Up To Standard?
JOHN CLARK

The National Standards were released in late October 2009 with much fanfare. They were launched by the Prime Minister with the Minister of Education in attendance, although the teacher unions and principals’ organisations boycotted the event. It is fair to say that as a policy initiative of the new National-led coalition government, the National Standards have not received the professional support the politicians might have expected. This is due, in part, to concern about the conceptual base of and justification for National Standards ....

Why the New National Literacy Standards Won’t Close Our Literacy Achievement Gap
KEITH GREANEY AND ALISON ARROW

There has been a great deal of discussion about national standards and testing in literacy and numeracy. While several rationales for the promotion of national standards have been provided, the main ones appear to include making reporting to parents more transparent through the use of what has been termed ‘plain language’ reporting, and reducing New Zealand’s widening achievement gap (as highlighted by international surveys such as PIRLS). Parents appear to have a right to be concerned about their children as the gap between the highest and lowest performing students increases, with 15,000 students leaving school with inadequate literacy and numeracy skills. We discuss these two rationales for national standards, and the issues surrounding them ....

Speaking Plainly: Student Led Reporting in Relation to the New Zealand Curriculum Standards
JENNIFER CHARTERIS AND REBECCA TRAFFORD

As accountability is decentralised and is increasingly devolved outward through New Right policy development, there is a need to ensure that the students and their parents are afforded a voice in the reporting process. This article sets out to explore some of the factors that the writers consider are pertinent as schools interpret New Zealand Curriculum Standards (NZCS). The second section of the article describes how one school has promoted an inclusive reporting process through engaging students with their achievement data as a primary source of information ....

Being an Inclusive Faculty in New Zealand Schools
RENÉE STEWART

This article looks at the imperative to be an inclusive faculty, particularly where new immigrant teachers are concerned. It reviews the cultural, human, intellectual and social capital of schools and introduces the concept of teachers’ professional capital. Teachers are urged to value the professional capital of all new colleagues so that inclusive attitudes and practices among staff will engender stronger professional networks ....

‘Summative’ and ‘Formative’: Confused by the Assessment Terms?
BILL USSHER AND KERRY EARL

The terms ‘formative’ and ‘summative’ when linked to assessment can cause confusion. This paper argues that it is the common shortening of the full and meaningful terms, ‘assessment for formative purposes’ and ‘assessment for summative purposes’ that contributes to a confusion over assessments, information and methods, particularly for pre-service teachers and those with less teaching experience. By being well-informed about both purpose and assessment activity, teachers will have greater clarity in understanding, communication and practice regarding these important and useful concepts. ....

Ronald Vine: Views on Education. Part One: 1934-1939
MIKE VINE

Harry Ronald Vine was a journalist and photographer for 40-odd years from 1934. His parents were Native School Teachers and until he was 13 years old Ron – as he was known to all his friends – lived exclusively in the Maori communities of Te Hapua in the Far North and Ruatoki in the Bay of Plenty where he received his schooling. This two-part article is based on his published work, with Part One concentrating on his observations of Maori schooling ....

 

TERTIARY EDUCATION

Churn: The Unacceptable Face of the Global Knowledge Economy?
JOCE JESSON

Using the background of a visit to North America, this article considers the symptoms of change in the university labour market of the global knowledge economy and raises concerns for those working in higher education to consider for the future. It discusses university outsourcing, and the work of academic staff. It ends by suggesting that academia needs to go back and reclaim the ideals of the university as a community of scholars and teachers ....

 

 


 

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