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Volume 8, Issue 1, 2011
National Editorial Board and Editorial Committee
What Price the Knowledge Base for Teaching?
JOHN O’NEILL AND PAUL ADAMS
The current National coalition government has made it clear that tertiary education funding is to be capped for the foreseeable future. Or as it was rather more positively ‘spun’ by the Minister of Tertiary Education: ‘Spending on tertiary education is being maintained at current baseline levels’. At the time of writing, the standard domestic inflation measure, the consumer price index (CPI), is running at 5.3 percent annually. The public tertiary education sector is therefore going rapidly backwards if spending is only ‘maintained at current baseline levels’. But in reality the funding situation is even worse ...
Tom Newnham: An Educationalist Who Dared to Differ and Made a Difference (1926-2010)
Tom Newnham died on December 15th, 2010 aged 84. His memorial service, on the 21st of December, was at the Mt Eden Memorial Hall over the road from his home in Dominion Road, Auckland. It was, as expected, a full hall, in spite of its proximity to Xmas. There were contributions covering his whole life detailing how he changed the world ....
EARLY CHILDHOOD AND COMPULSORY EDUCATION
An-other Look at Assessment: Assessment in Learning
KERRY EARL AND DAVID GILES
This article seeks to review understandings of educational assessment as revealed in the phrases teachers use (assessment of learning, assessment for learning and assessment as learning). We propose a reconsideration of what teachers might have taken for granted in these phrases and assessment practice. We suggest that along with assessment knowledge and skills, teachers need a way of ‘being in’ assessment ...
Professional Dialogue as Professional Learning
This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team ...
Effective Educative Mentoring Skills: A Collaborative Effort
LYN McDONALD AND ANNALINE FLINT
Teacher induction programmes provide critical support for new teachers moving into teaching. The focus of this paper is to examine and identify the specific understandings, attitudes and skills educative mentors require in supporting Provisionally Registered Teachers’ (PRTs) learning ...
Dewey’s Dream of Democracy for Teachers
SHANNON NICHOLS & JIM PARSONS
In the face of the century-old call for democracy in education by John Dewey, this paper explores how and why teachers have been systemically removed from efficacy within the educational system in which they live and work. The paper examines historical trends that work to limit teachers’ institutional power and become obstacles to teacher voice. Finally, the paper explores the potential that teacher autonomy might be successfully reinstituted into educational curriculum and policy ...
Turkana Children’s Rights to Education and Indigenous Knowledge in Science Teaching in Kenya
JOHN TERIA NG’ASIKE
Using a qualitative ethnographic study of early childhood centres and lower primary schools operating in rural areas in a nomadic Turkana community of Kenya, this paper considers the failure of universal education to meet the culturally relevant educational needs of nomadic children. The study explored the extent to which the curriculum of schools in nomadic communities integrates indigenous epistemologies and social cultural lifestyles of the people in science instruction. Drawing from the literature and theories of indigenous people’s education in Canada, New Zealand and the United States of America, the paper discusses the critical role of indigenous epistemologies in science education ...
‘You Model What You Want To See From Them’
There are many reasons to incorporate Maori content into university courses. This article suggests a number of scholarly strategies designed to assist primarily non-Maori academics to enhance their effectiveness as teachers of Maori content and students in a university setting. Not an exhaustive list, these approaches were collected through interviews with five non-Maori lecturers at Victoria University of Wellington who have found constructive and successful ways to include Maori content ...
Tertiary Teachers and Theory Avoidance
While many tertiary teachers engage willingly with theories to inform their understanding and practice, some seem fearful of theory and avoid engagement. This article analyses theory in tertiary teacher education programmes in one university. It considers the place of theory in the programmes and the selection of theories included; it explores students’ avoidance of theory and outlines some practices used to invite engagement with theory; and it suggests some possible future practices ...