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1.
The current study aimed to examine teachers’ reported spelling assessment and instruction practices. Analysis of the match between teachers’ theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic survey was completed by 405 randomly selected (stratified by region and socioeconomic status) elementary school teachers in New Zealand. The survey examined the following areas: spelling assessment, spelling instruction, beliefs about spelling, preparing teachers to teach spelling, and teachers’ perceived strengths and weaknesses of their spelling program. There was large variability in spelling assessment and instructional practices across teachers. Most respondents reported implementing some aspects of a developmental approach to spelling instruction through analysis of children’s spelling errors (64 %) and/or individualization of the spelling program (60 %). There was a large dissociation between teachers’ beliefs about spelling and their frequency of use of specific instructional practices associated with those beliefs (e.g., phonological awareness, orthographic knowledge). The mismatch between beliefs and reported practice appeared to be due to lack of professional knowledge regarding implementing explicit spelling instruction and finding time to teach spelling within the curriculum. Increasing teachers’ knowledge about language structure, practical implementation of key assessment and instruction activities, and the links between spelling and other areas of the curriculum are important factors in improving spelling pedagogical practices. 相似文献
2.
J W Chapman 《Journal of learning disabilities》1992,25(6):362-370
Learning disabilities (LD) has never been officially recognized as a category of special education in New Zealand. This article discusses the main reasons for the rejection of the LD category. The education system in New Zealand is described, and the nature of special education is outlined to provide a context for considering LD. Attempts by the parent group SPELD (New Zealand Federation of Specific Learning Disabilities Associations) to have "specific learning disabilities" (SLD) recognized in legislation are discussed, along with reasons for the rejection of these attempts by state education officials. It is concluded that LD/SLD will never be recognized as such in New Zealand. The needs of students with LD may potentially be met by new policies for "high incidence" special needs. But teachers' lack of skills and strategies for working with a range of learning difficulties is seen as an impediment to students with LD being adequately helped in the foreseeable future. 相似文献
3.
Rajesh Ram Bev France Sally Birdsall 《Research in Science & Technological Education》2016,34(1):69-84
Background: Research on biosecurity is important as New Zealand’s agricultural export-driven economy is susceptible to biosecurity threats. Because New Zealand is reliant on the primary industries to drive its economy, bovine diseases such as foot and mouth could have a devastating effect on the economy.
Purpose: Making sure that the general public are aware of the importance of maintaining biosecurity is crucial in order to protect New Zealand’s economy, human health, the environment, and social and cultural values. New Zealand Year 9 students’ knowledge of biosecurity was gauged as these students represented the next generation of individuals tasked to maintain biosecurity in New Zealand.
Design: A qualitative approach using the interpretive mode of inquiry was used to investigate the knowledge about biosecurity with New Zealand Year 9 students. Questionnaires and interviews were the data collection tools.
Sample: One hundred and seventy-one students completed a questionnaire that consisted of Likert-type questions and open-ended questions. Nine students were interviewed about their knowledge.
Results: The findings showed that New Zealand Year 9 students lacked specific knowledge about unwanted plants, animals and microorganisms. These students saw illicit drug plants as unwanted plants and mainly saw possums as unwanted animals in New Zealand. Their knowledge about unwanted microorganisms in New Zealand was dominated by human-disease-causing microbes. A lack of knowledge of biosecurity issues in New Zealand was seen as the major factor in these students limited understanding of biosecurity.
Conclusions: Based on these findings, it can be said that knowledge of an issue is critical in enabling individuals to develop an understanding about biosecurity. Explicit teaching of biosecurity-related curriculum topics could provide New Zealand Year 9 students with an opportunity to develop knowledge about biosecurity in New Zealand. 相似文献
4.
Palmore's (1977) first Facts on Aging Quiz (FAQ1) was modified for use in New Zealand. Validation of FAQ1 questions involved background research to establish the appropriateness of the questions in the New Zealand context. Of the 25 questions in the quiz, 16 were chosen for validation on the grounds of possible cross-cultural differences. Of these, 15 were judged to be valid for the New Zealand context; the remaining question was changed substantially. Undergraduate students at a large tertiary institution (N = 218 ) were administered the modified FAQ1, in either the original True-False format, or with a "Don't Know" option added. Performance was similar to that of comparable student samples in the U.S. and Australia, in terms of overall score and relative frequency of particular misconceptions. Addition of a "Don't Know" option reduced guessing and increased internal consistency, as predicted. Limitations of the question validation process, as well as its benefits for instructors, are discussed. 相似文献
5.
This paper reflects on the process of developing national curriculum guidelines for early childhood from the experience in New Zealand. Developing national curriculum guidelines in New Zealand during 1992 involved accessing current knowledge of child development, of learning, and of international early childhood practice. The development also involved complex interconnections between the nature of early childhood in New Zealand and its history (the setting), the opinions, ideas, and practice of current practitioners (the consultation), and decisions about which framework should be constructed (the model). The latter three aspects of the curriculum development process are the subject of this paper. Four possible models are briefly outlined, and then the New Zealand model is described.
6.
Lester Taylor 《Higher Education in Europe》2000,25(3):311-313
New Zealand, a relatively small country, has decided to increase its presence on the international market for higher education. To this effect, it has liberalized its visa requirements and has formed a national NGO, Education New Zealand, to co-ordinate the promotion abroad of New Zealand education, particularly higher education, in a number of ways. New Zealand strongly favours the removal of trade barriers in education, including barriers to the recognition of qualifications earned internationally. 相似文献
7.
Between 1961 and 1984 the renowned New Zealand writer, Margaret Mahy, wrote over seventy-five pieces for the School Journal (a graded reading book provided free to New Zealand primary schools since its inception in 1907). It was a liberal humanist period in New Zealand education during which the 1940s’ and 1950s’ rolling reforms implemented by Clarence Beeby had had time to settle, and John Dewey’s progressive system, influenced by ideas associated with European romanticism, had taken hold. With a new appreciation of nationhood and the arts, School Publications sought to publish material that was not only instructional, but also of high literary quality, by reputable New Zealand authors such as Margaret Mahy. Indeed, the School Journal provided Mahy not only with an opportunity to publish her vividly imagined poetry and prose, but also with the additional challenge of writing for an audience of Māori and Pākehā primary school children who needed to learn to read. This article considers ways in which Mahy’s Journal work reflected (or did not reflect) the spirit of the times. 相似文献
8.
Two experiments were carried out to compare the spelling of children who speak General American English and children who speak Southern British English. The first dialect is rhotic (/r/may occur after a vowel in a syllable), and the second is nonrhotic (/r/may not occur in this context). Young children's spelling errors reflected the characteristics of their dialect. For example, American children with spelling ages of about 6–7½ often misspelled hurt as "hrt" whereas British children of similar spelling levels were more likely to misspell it as "hut." Such errors were uncommon by spelling ages of greater than 7½. Even at these spelling ages, however, the British children made overgeneralization errors that reflected their dialect. For example, they sometimes spelled bath as "barth" based on the fact that bath contains the same vowel sound as card in their dialect. The results show that phonology plays an important role in children's spelling development. 相似文献
9.
Marion Bowl 《International Journal of Lifelong Education》2013,32(6):723-738
This paper explores the impact of changing higher education policies and funding on university adult and continuing education in England and Aotearoa New Zealand. It discusses some of the contextual factors contributing to sustaining continuing education in New Zealand, against the tide of developments elsewhere, and in spite of its subjection to the influence of neoliberal policies since the 1980s: an ethos of public knowledge dissemination, acknowledgement of the universities' role as ‘critic and conscience’ of society, a broad commitment to educational equality and a strategic as well as pragmatic approach. The paper describes developments in one New Zealand continuing education department as it experiences institutional and political change. The author concludes that, in spite of demonstrating considerable resilience, the structures and activities of continuing education departments in New Zealand are as fragile as they have been in England. ‘Radical hope’ is advocated as the university‐based adult educator's response in difficult times. It involves challenging the assumptions of neoliberalism, and reaffirming the political nature of adult education. 相似文献
10.
An indigenous and migrant critique of principles and innovation in education in Aotearoa/New Zealand
Mere K��pa Linit�� Manu��atu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):617-630
This paper questions notions of individualism underpinning technocratic approaches to education that marginalise indigenous and migrant peoples?? knowledges in tertiary education. Focusing on New Zealand (Aotearoa) with its colonial and immigrant history, its M??ori and Pacific Islander citizens, the authors ask whether education, as its process is being communicated there, leaves indigenous and migrant people vulnerable and marginalised in the dominant, English-speaking, New Zealand European (P??keh??) mainstream society. The question is whether education refers to capacity-building and strengthening the potential of marginalised students?? language and culture; or whether it is only geared towards sustaining English-language ascendancy and technical virtuosity. Taking on board the cultural heritage of Pacific Islanders (Pasifika) resident in New Zealand, a new teacher training diploma was introduced by the Auckland University of Technology in 2004. Both authors are involved in the panel meetings (Fono) where the papers presented during the diploma course are evaluated. 相似文献
11.
新西兰被认为是拥有世界上最好教育体制的国家之一,特别是在教师教育制度方面另有一套完全独立的教育体系。"入职指导计划"是新西兰教师委员会为新教师的专业学习提供实践支持的一项教育指导计划,旨在提高教师专业发展能力,促进新西兰教师教育职前培养、入职指导和在职专业发展的一体化进程,以推动教师终身教育体系的形成与完善。 相似文献
12.
经过20多年的发展与完善,新西兰资格框架具有一定的公信力。这与其构成要素及结构的科学合理有一定的关系。同时,我们必须认识到,新西兰资格框架之所以有很强的生命力,还在于它有完善的质量保障体系,在新西兰教育法案基础上形成的可评估的质量保证框架是新西兰资格框架得以存在与发展的重要基础。它对于我国学分银行的建立和终身教育立交桥的塔建有着十分重要的启示。 相似文献
13.
新西兰大学入学考试改革的最新进展与启示 总被引：1，自引：0，他引：1
大学入学考试是高等教育招生质量的重要保证,新西兰政府特别重视作为高等教育入口的大学入学考试这一环节,对其不断改革和创新。进入21世纪以来,新西兰对大学入学考试进行了大刀阔斧的改革。从2002年起,以国家教育成绩证书(NCEA)作为大学入学的主要依据。阐释和评述新西兰以NCEA为主的现行大学入学考试制度,以期为我国的高考改革提供某些借鉴与启示。 相似文献
14.
工业自动化时代的到来,使新西兰陷入了持续而广泛的技能短缺,并暴露出新西兰职业教育体系中技能“供应链”不完善的本质,这促使新西兰通过立法全面推进职业教育改革。在新的法案中,新西兰职业教育将建立统一的职业教育管理体系;组建网络技术与技能学院,并创建新型教育筹资制度。新西兰职业教育改革的内容和实践,以及改革中暴露的问题,对我国职业教育改革具有一定的启示意义。在我国职业教育改革实践过程中,应深入听取基层建议,注重企业、社区深度参与优化区域发展,加深信息技术与教育融合,重视对少数群体的职业教育,从而保障职业教育实施的公平性,促进职业教育改革的科学化,实现职业教育教学的现代化发展。 相似文献
15.
Barbara Mary Ormond 《Assessment in Education: Principles, Policy & Practice》2019,26(2):143-165
This paper examines how a standards-based form of assessment in operation in New Zealand has impacted upon the knowledge taught to secondary history students. The segmentation of history into assessable components along with assessment mechanisms which encourage the reduction in the number of standards being attempted has impacted upon both the breadth and range of historical content in history programmes. The reduction in knowledge is problematic as it diminishes learners’ opportunities to draw connections between inter-related historical concepts from a wider knowledge base. Social realists have raised concerns about the reduced focus on knowledge in education and its effects in restricting students’ development of conceptual knowledge which enables higher order, more abstract thinking. Experiences of standards-based assessment for history in New Zealand are indicative of this reductive phenomenon. In a culture of accountability, standards-based assessment, as enacted in New Zealand, may impede delivery of critical knowledge. 相似文献
16.
新自由主义与新西兰的教育改革 总被引：7，自引：0，他引：7
80年代以来，新西兰开展了一系列的教育重建改革。这场改革被指标为以新右思潮为指导思想、以纯市场为范式的改革使新西兰的教育观念、教育体制发生了根本性的转变。经过近20年的发展，新西兰的教育改革面临许多困难，并受到国内学术界的强烈批评。了解和认识新西兰的教育改革对理解和认识我国教育改革有着重要的启示借鉴意义。 相似文献
17.
Sue Middleton 《History of education》2013,42(1):92-114
Broadening horizons beyond nations, transnational histories trace global flows connecting people and places. Historians have studied the New Education Fellowship (NEF) as a global network. Focused within the nation, research on New Zealand's involvement with NEF has emphasised how its activities before the Second World War impacted on the Labour Government's postwar policies. This paper's focus is NEF's transnational networking during the war. While previous discussions of correspondence between NEF's Headquarters and New Zealand have emphasised its New Zealand side, my focus is on its London correspondent, Clare Soper, NEF's International Secretary. Historians have studied NEF's theorists, leaders and progressive teachers, but office staff who effected its circulation of texts, objects and people have not been researched. Locating Soper in her Bloomsbury Headquarters at the hub of NEF's global web, I trace what her correspondence with two New Zealand Branch Secretaries reveals about everyday operations of NEF as a wartime educational resistance movement. 相似文献
18.
新西兰的护理教育在其护理教育理念及临床护理教育模式下,已经发展出一套完整的适合国情的护理教育体系。通过对新西兰护理教育在课程设置、课程实施、课程评估以及执业护理考试等方面的调查,发现在其良好的护理教育环境下,具有全新的教育模式,灵活多变的教学方法及评估措施,且与临床护理实践紧密相关,很好地体现了护理特色,满足了临床护理需求。新西兰护理教育模式为我国的护理教育在课程设置、教学方法、评估手段方面提供了借鉴和帮助。 相似文献
19.
Donald Bewley 《Distance Education》2008,29(1):19-37
The Australian and South Pacific External Studies Association (ASPESA) – the predecessor of the Open and Distance Learning Association of Australia, Inc. (ODLAA) – was founded in 1973. From the outset, ASPESA adopted a broader‐than‐Australia focus for open and distance learning that included New Zealand, Papua New Guinea, and the member countries of the University of the South Pacific. Its interest was firstly on ‘professional’ matters (i.e., an identity for distance education, distance educators, and their professional development). ASPESA forums and workshops spread through various Australian ‘external studies’ institutes and developed the practical and intellectual infrastructure for ASPESA’s aims and objectives.
ASPESA acknowledged its regional and international focus in various ways. The 1981 ASPESA forum was organised jointly by the University of the South Pacific and Massey University, New Zealand, and held in Fiji. Thereafter its regional members played a larger role in ASPESA activities and regional issues appeared on forum agenda. ODLAA and its companion associations around the South Pacific received from their predecessor, ASPESA, a heritage of professionalism and participation in regional and international open and distance learning. In due course, however, differences in distance education environments led New Zealand, Papua New Guinea, and then the Pacific island countries to form separate distance education associations, while maintaining links with ASPESA. 相似文献
20.
黄敏 《新疆教育学院学报》2008,24(4)
由于独特的地理位置和殖民文化特色,新西兰英语与英国英语、澳大利亚英语和毛利语(毛利语是新西兰当地土著毛利居民的语言)有着千丝万缕的联系,在语音、词汇、习语等方面都具有鲜明的特色。新西兰英语有着浓厚的地方语言特色和文化特点,是英语语言中的一个重要的区域变体。本文主要论述新西兰英语产生的历史背景及其语言特点。 相似文献