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Volume 6, Issue 2, 2009
National Editorial Board and Editorial Committee
National Standards of Ministerial Conduct
JOHN O’NEILL & PAUL ADAMS
At the end of their term, some Ministers of Education are judged to have taken more beneficial and fewer harmful actions than others, and to higher standards – whether these are standards of stewardship, contribution, style or just plain common sense. Some politicians go down in history for having enhanced state funded education provision through their Ministerial conduct, others for having diminished it. How, then, might teachers reasonably judge the conduct of their Minister of the day? ...
EARLY CHILDHOOD EDUCATION
Building Interests: A 1940s Story of Curriculum Innovation and Contemporary Connections [3.8MB]
ALISON SEWELL AND KERRY BETHELL
This paper draws upon recently acquired images from a photograph album compiled by Miss Audrey Newton, a New Zealand kindergarten teacher in the 1940s. These photographs, together with fragments of personal and institutional materials, provide an example of curriculum innovation and show the centrality of teachers’ agency in pedagogical change ....
‘We teach who we are’: Male Primary School Teacher Candidates’ Views of Being the Teacher
STEVEN S. SEXTON
This paper reports on part of a larger study that sought to uncover and explore the interpretations about being a teacher, and teaching, that male primary pre-service teachers brought with them to their initial teacher education programme. The results indicated that it was the primary school teachers from their own schooling who informed how they saw themselves in the role of teacher ....
The Ongoing and Reviewable Resourcing Scheme: Policy and Outcomes Mismatch?
We fail as a nation to provide adequate support for our students with exceptional needs by ‘paying lip service’ to inclusion. In my experience as a teacher and psychologist I have found that adequate resources are simply not available for these students. I believe that some of the reasons behind the lack of resourcing can be linked to the political shifts to neo-liberalism, globalisation and the marketisation of education since the 1980s ....
Autism Research: A Call for Collaboration
BRITT EDWARDS AND GENE… MARKS
This article introduces a PhD participatory action research project. A school-based approach that encourages positive social behaviour of children with autism is the key component of the research, where parents and educators join forces to problem-solve behaviour issues in the home ... Most importantly the approach has been developed by an educator who has autism so it is particularly insightful ....
Teacher Learning and Pedagogical Shifts Subsequent to Professional Development Experiences
ANNE LAWRENCE, GLENDA ANTHONY AND LIPING DING
Mathematics pedagogy is a complex and multilayered practice, a practice that is formidably difficult to change. The paper focuses on a case study of one teacher, looking at how her teaching is changing in the year after professional development experiences of the Secondary Numeracy Project (SNP). The case study highlights that, for this teacher, participation in SNP was an impetus for her to continue to learn through inquiry into her own practice ....
Schools’ Provision for Students at Risk of Not Achieving: Evaluation of an ERO Evaluation Report
A recent report published by the Education Review Office (2008) found that most primary schools were able to adequately identify their students who were at risk of not achieving (in literacy). However, a second finding noted in the report was that most schools were less able to show that they effectively used the data to inform their teaching practices. Given the vast research literature implicating poor and/or inefficient phonological processing skills as being the causal link to most early literacy-related underachievement, it is suggested in this paper that the ERO report could have noted the absence of such assessment tools, and therefore any subsequent teaching interventions that addressed these issues ....
Signing Off the Standards, Making the Disciplines Mandatory
MAXINE STEPHENSON AND NANE RIO
The place of the foundational disciplines in teacher education has long been an issue of on-going debate amongst programme developers, teacher educators and students. However, with the introduction of the Graduating Teacher Standards and the imperative for students to demonstrate critical engagement with contextual factors, courses drawing on disciplinary perspectives have become mandatory. It is no longer possible for graduating teachers to accept the advice of less critical and more sceptical colleagues to forget the theory of education since they are about to go into the real world ...