School of Education

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https://hdl.handle.net/10292/3300
Research within the School of Education is driven by students working towards postgraduate qualifications, staff pursuing their own research interests, and contracts for funding agencies such as the Ministry of Education and other partners. Research interests in the School of Education include; Learning and teaching, theory and practice, Curriculum and development, Teacher education, Early childhood education, Adult and tertiary education and development, Schools, E-learning, Educational administration, and Professional inquiry and practice.

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Browsing School of Education by Subject "3901 Curriculum and pedagogy"

Now showing 1 - 7 of 7
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    How to Analyse Emojis, GIFs, Embedded Images, Videos, and URLs: A Bakhtinian Methodological Approach
    (Brill, 2023-01-01) Westbrook, F
    This article offers a means of analysing social networking, visual dialogues of emojis, gif s (images in the Graphics Interchange Format), embedded images, videos, and url s (Uniform Resource Locators). Doing so addresses these often overlooked and undervalued forms of visual communication, suggesting a unique means of gaining insights into their use within online interactions. Utilising a Bakhtinian methodology, the author extracts excerpts from her research, situated within Facebook, to demonstrate a Bakhtinian genre analysis, a framework that the author contends is adaptable to multiple social networking spaces. Highlighting emojis, gif s, embedded images, videos, and url s as integral components of online communication, an emphasis is placed on how the text dances with the visual, presenting a nuanced framework for such an analysis. Consequently, an argument is developed for the significance of visual dialogues in contemporary online spaces, and the need for researchers to better understand these dynamic forms of communication, offered through Bakhtinian dialogism.
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    Ko Wai Au - Ko Wai Au: Expressions of Wai Visiblising Pedagogies
    (Brill, 2024-01-29) Denton, A; Gibbons, A; White, J; Williams, NM; Martin, K
    As part of the international "Wash from the Start"omep (World Organization for Early Childhood Education) project, researchers shared time with children in three early childhood centre communities in the South Island of Aotearoa New Zealand - Te Wai Pounamu. The research explored young children's engagement with local conditions of water through fieldwork annotations and photographic visual methods. The video article presented here is a photo essay that spans the researcher teams' experiences in their encounters with the children and teachers they had the privilege to spend time with over a sunny week in Autumn 2022.
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    Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books
    (Wiley, 2023-03-27) Si‘ilata, Rae K; Jacobs, Mary M; Gaffney, Janet S; Aseta, Martha; Hansell, Kyla
    The Pasifika Early Literacy Project supports teachers to make space for the languages and cultures of Pacific children and families in early childhood settings in Aotearoa New Zealand. Dual-language books in five Pacific languages and English validate Pacific children's languages, literacies, and identities. We highlight teacher practices following professional learning and development workshops. Teachers are invited to challenge dominant monocultural notions of language and literacy that perpetuate educational inequities. Illustrations of early childhood teachers' innovations with Pacific children (aged 2–6 years) demonstrate how dual-language texts can be connected to families' embodied cultural literacies. Understandings of “literacy” and “reading” were expanded to include children's expressive modalities through oral and visual texts in heritage languages and English. This work highlights the role of teachers to connect, rather than replace, the worldviews, languages, and literacies of families with the pedagogical practices of early childhood settings.
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    Multi-level Leadership Development Using Co-constructed Spaces With Schools: A Ten-Year Journey
    (MDPI AG, 2024-06-03) Youngs, Howard; Ogram, Maggie
    Leadership in both theory and practice usually emphasizes a person and a position. There has been a shift from emphasizing the senior level of organizational roles, to include the middle level and other sources of leadership. Nomenclature has emerged over time to reflect this, for example, collective, distributed, shared, and collaborative leadership. Another understanding of leadership needs to be added, one that does not first emphasize a person or position, instead incorporating process and practices, weaving through all levels and sources of leadership. This additional understanding has implications for how leadership development is constructed and facilitated. Over the last ten years, the authors have journeyed with groups of schools, using an emerging co-constructed approach to leadership development. The journey is relayed across three seasons. The first is the grounding of collaborative practices through inquiry, informed by a two-phase research project. The second focuses on adaptation and resilience during the COVID-19 pandemic, whereas the third delves deeper into what sits behind prevalent practices that may enable and hinder student achievement. Our narrative over time shows that leadership development can be shaped through a continual cycle of review, reflection, and co-construction, leading to conditions for transformation across multiple levels and sources of leadership.
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    Professional Development in Online Teaching and Learning at Tertiary Level During a Pandemic: A Quest for Student's Care
    (Tuwhera Open Access, ) Veldsman, Gesina Catherina; Tadi, Parisa; Sadeghi, Amir
    This article explores the developments of educators' knowledge and practices in online teaching and learning as their professional development during the COVID-19 pandemic. The study begins with the question, "How do I improve my online teaching and learning knowledge?" The research is grounded in two models: the CRASP model (teachers' Critical attitude, Research into teaching, Accountability, Self-evaluation leading to Professionalism) proposed by Zuber-Skerrit (1992) and Fuller’s (1969) Concerns Based Model of Teacher Development (CBMoTD. The educators' critical attitude and skills towards their own knowledge of online teaching and learning were identified as areas that required professional development to support students' achievement at tertiary levels. Participants were two educators working with tertiary students (N=250) in the Initial Teacher Education in New Zealand. Data were collected through observations and collaborative discussions. The educators' investigation of their own practice highlighted the need for developing insights in their own professional development, including online teaching and learning, maintaining the objectives and quality of the course, and quality assessment. Interpretive Phenomenological data Analysis and Inductive methods were utilised to analyse the data. The findings highlighted students' accomplishments when a caring approach was implemented instead of a traditional task-driven approach. The findings will benefit course developers, educators, and students in online teaching settings by prioritising student care as the core of any educational settings.
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    The Policy-Research-Practice Triangle in New Zealand Early Childhood Education: Complexities, Impossibilities and Silences
    (Informa UK Limited, 2023-09-24) Kamenarac, Olivera; Gould, Kiri; Tadi, Parisa
    Inspired by the New Zealand Association for Research in Education (NZARE) Conference 2022, entitled ‘The Mighty Triangle: The strength of the research-policy-practice triangle for addressing local, national, and global challenges’ (https://www.nzare.org.nz/events/te-aonui-the-mighty-triangle/), this article examines some of the relational complexities and specificities within the Aotearoa New Zealand early childhood education and care policy-research-practice triangle. This article problematises the notion of the ‘mighty’ triangle as a ‘durable’ structure by examining how each corner, side and angle is produced in the context of prevailing global neoliberal discourses. We argue that making sense of the complex dynamics within the Aotearoa ECE policy-research-practice triangle requires understanding the politics, relationships and dynamics of conflict and the struggle of those, directly and indirectly, involved in (and excluded) and influenced by the triangle. Therefore, the article critically engages with the ‘impossibilities’ and complexities of the ECE policy-research-practice triangle and takes a closer look at those impacted and/or marginalised by ‘beautiful durable structures’ of ECE triangle politics, particularly the voices of teachers.
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    We Enjoy Doing Reading Together: Finding Potential in Affective Encounters With People and Things for Sustaining Volitional Reading
    (Informa UK Limited, 2024-04-23) Boyask, Ruth; Jackson, Jayne; Milne, John; Harrington, Celeste; May, Robyn
    Reading is one of many things vying for young people’s attention. In the case of volitional reading, young people between 8 and 15 are following trends of less enjoyment of reading and declining time spent reading. There are complex explanations for patterns of decline in their volitional reading related to how choice is afforded within social and material relations. This article offers a glimpse into the motivations for young people’s volitional reading through placing a socio-material lens on descriptive statistics. Affect theory provides new ways of comprehending and using patterns in children and young people’s relationships to reading, recognising these as mutable and contingent relations within reading assemblages. Reading affect in volitional reading describes felt experiences of encountering other bodies (human and nonhuman) through reading. The secondary data from the Growing Up in New Zealand longitudinal cohort measures the physical, social, and cultural dimensions of over 6000 children in Aotearoa New Zealand. Descriptive statistical analyses showed relationships between reading enjoyment and frequency at age 8 and over 60 variables from throughout their life course. We comprehend reading affect by applying our socio-material lens to variables related to reading enjoyment assembled within a rough approximation of the complex arrangements of young people’s lives at home and in out of home experiences. Through reflecting upon associations identified in statistics, we find potential in encounters with other people and things to draw young people back into reading, rather than act as distractions.
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