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2. Parents, Schools and Human Capital Differences across Countries. CEP Discussion Paper No. 1617
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), De Philippis, Marta, and Rossi, Federico
- Abstract
This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.
- Published
- 2019
3. Nursing Students' Perspectives on ePortfolios: Themes and Preferences Compared with Paper-Based Experiences
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Madden, Karyn, Collins, Emma, and Lander, Patrick
- Abstract
ePortfolios play an important role in tertiary education globally in the 21st Century. Several studies have advocated for the implementation of ePortfolios on the basis that they have the potential to integrate technology whilst making learning visible and meaningful for students. However, rarely is the implementation of ePortfolios, considered from the students' perspective. The development of web-based learning resources including ePortfolios platforms are often driven by software developers with an extensive degree of technical expertise, rather than teachers and educators and, without acknowledging potential difficulties this may create for students (Andrews & Cole, 2015; Beckers, Dolmons, & Merriënboer, 2016; Cordier et al. (2016); Leacock & Nesbit, 2007; Nam & Smith-Jackson, 2007). The aim of this study was to explore students' perspectives on the value of an ePortfolio platform in the final year for nursing students in the Bachelor of Nursing programme in a New Zealand tertiary institute. The data for this study were obtained through focus group sessions. Thematic analysis identified four themes from the data which were the importance of ease of use, feedback, transparency, and the role of supporting technology. This study aligns with previous literature in demonstrating students' preference for the use of ePortfolios but extends our knowledge by considering the value of ePortfolios from students' perspectives.
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- 2019
4. Identifying Work Skills: International Approaches. Discussion Paper
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National Centre for Vocational Education Research (NCVER) (Australia), Siekmann, Gitta, and Fowler, Craig
- Abstract
The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For "Identifying Work Skills: International Case Summaries. Support Document," see ED579875.]
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- 2017
5. How Children and Their Teacher Use Different Ways of Talking during Whole Class Interactions in a New Zealand Primary Classroom
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Mathematics Education Research Group of Australasia (MERGA) and Sharma, Shweta
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The interactional role of language use in the mathematics classroom is explored in the last few decades. This paper adds to the knowledge base by exploring different ways of talking that children and their teacher use in a New Zealand primary geometry English-medium classroom. Bakhtin's concept of speech genres is used for an analysing transcript of one audiovisually recorded whole-class interaction episode from a geometry lesson in a Year 5/6 classroom. The analysis suggests that the teacher and children use various genres to participate in classroom interactions. The use of several genres provides insights into what children and the teacher construct as mathematical in the real sense. The paper finished with a few implications for teaching and research.
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- 2023
6. Cross-Border Higher Education for Regional Integration:Analysis of the JICA-RI Survey on Leading Universities in East Asia. JICA-RI Working Paper. No. 26
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Kuroda, Kazuo, Yuki, Takako, and Kang, Kyuwon
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Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]
- Published
- 2010
7. A Comparison of Response Styles between Different Groups of Czech and New Zealand Students Participating in PISA 2018
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Boško, Martin, Vonková, Hana, Papajoanu, Ondrej, and Moore, Angie
- Abstract
International large-scale assessments, such as Programme for International Student Assessment (PISA), are a crucial source of information for education researchers and policymakers. The assessment also includes a student questionnaire, however, the data can be biased by the differences in reporting behavior between students. In this paper, we analyse differences in response styles of students in the Czech Republic and New Zealand based on data gathered in PISA 2018. The results show that Czech students use, on average, the acquiescence response style (ARS) and extreme response style (ERS) less than their counterparts in New Zealand. Contrarily, Czech students use, on average, the disacquiescence response style (DARS) more than students from New Zealand. A closer analysis according to the school type in the Czech Republic, showed that students from 4-year secondary general schools score, on average, the highest on ARS and ERS, but the lowest on DARS among all school types. The analysis in New Zealand according to the Year of study showed that students in Years 12-13 score, on average, the highest on ARS and ERS among all Year-of-study groups, the DARS values being similar across the Year-of-study groups. The mean ARS and ERS of each of the Czech school types remains below that of any of the New Zealand Year-of-study groups. For DARS, the mean score of the highest-scoring Year-of-study group in New Zealand (Years 9-10) remains below that of the lowest-scoring Czech school type (4-year secondary general school). Analysis of response styles is a crucial tool for the identification of some of the potential biases in student-reported data. Future research should take the differences in student reporting behavior into account and perhaps also employ other methodological approaches for their identification, such as the overclaiming technique. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
8. Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking
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Mathematics Education Research Group of Australasia (MERGA), Wadham, Bridget, Pearce, Emily, and Hunter, Jodie
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In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and explained algebraic relationships in pairs of equivalent equations. Findings indicate that with the introduction of designed instructional material, there was a shift in student noticing of number properties to identify equivalence between pairs of equations. However, identifying the distributive property of multiplication and developing generalisations about the algebraic relationships remained challenging for students.
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- 2023
9. Searching for, Sifting through, and Selecting Curriculum Materials for Mathematics Planning during Practicum
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Mathematics Education Research Group of Australasia (MERGA) and Wilson, Susanna
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This paper describes results from a case study about how a primary pre-service teacher (PST) used curriculum materials (CMs) when planning for a mathematics lesson during her final practicum. The data is drawn from a doctoral study (in progress) and results show how the PST initiated an active process of searching for and sifting through CMs on a familiar website to make selections for a lesson. Selections were based on several aspects, including the mathematics focus of her lesson, curriculum connections, her chosen teaching approach and mathematical representation for teaching multiplication. Implications for mathematics Initial Teacher Educators (ITEs) are discussed.
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- 2023
10. The Reflection of the 21st-Century Skills in Education Programs
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Cansu Altunsaban Yerlikaya and Zeynep Sahin
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For learners to be individuals equipped with the 21st-century skills when they start business life after graduation, they must be able to gain these skills during their education. However, due to their nature, it's not possible for students to acquire these skills under a specific course. For these skills to be achieved, they must be integrated across all curricula. In this study, an evaluation was conducted to see whether various countries incorporate the 21st-century skills in their curricula, how these skills are applied, and how these skills should be handled in their curricula. Within the scope of this research, the curricula applied in Australia, New Zealand, Canada, England, Ireland, and Turkey were examined. When the 12 skills defined by the P21 platform are considered, it can be seen that all skills are interconnected and that one cannot fully exist without the other. It can be said that starting to gain these skills, which are required by the 21st-century professions and which employers expect from graduates, from an early age it is important for individuals to be properly and fully prepared for the future. In accordance with the 21st-century expectations, evaluations, educational materials, teaching methods, professional growth opportunities, and learning environments should all be synchronized to create a supportive framework that generates the 21st-century results for contemporary students. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 97-126.]
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- 2023
11. Workforce Planning for the Community Services and Health Industry. Occasional Paper
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National Centre for Vocational Education Research, Karmel, Tom, and Blomberg, Davinia
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This paper aims to provide a picture of the occupations in the community services and health industry, and how the workforce obtains the required skills. The authors argue that planning for the industry should concentrate on occupations specific to the industry and those which require high skill levels. Findings suggest that the qualification levels of community services and health workers have increased substantially over the past decade. Furthermore, community services and health vocational education and training courses are well targeted, with most graduates finding employment in the industry. Appended are: (1) Employment within community services and health; (2) Mapping of ANZSCO (Australian and New Zealand Standard Classification of Occupations) to ASCO (Australian Standard Classification of Occupations); (3) Employed persons by the level of qualification; (4) Change in qualifications, 1996 and 2006; (5) Top destination occupations; and (6) Top intended occupations. (Contains 25 tables, 1 figure, and 13 footnotes.) [Funding for this paper provided through the Australian Department of Education, Employment and Workplace Relations.]
- Published
- 2009
12. The Female 'Tradie': Challenging Employment Perceptions in Non-Traditional Trades for Women. Occasional Paper
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National Centre for Vocational Education Research and Shewring, Fiona
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The place of women in the manual trades is examined in this paper, which sets out strategies for encouraging them to study and work in areas such as building and construction. Such strategies include introductory and pre-apprenticeships courses, clustering female students, and support from teachers in opening up job opportunities. This paper is the result of a 2008 NCVER New Researcher Award. (Contains 2 tables.)
- Published
- 2009
13. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
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This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
- Published
- 2012
14. Dynamic Database for Quality Indicators Comparison in Education. Working Paper N. 04/2010
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Poliandri, Donatella, Cardone, Michele, Muzzioli, Paola, and Romiti, Sara
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The purpose of this study is to explore aspects and indicators most commonly used to assess the quality of education systems in different countries through the comparison of 12 national publications describing the state of the educational system. To compare indicators the CIPP model was chosen. This model is organized in four main parts: Context, Input, Process and Product. Each main part was then divided into categories based on the research literature (e.g., Input is divided into human, financial and material resources). Based on the CIPP model an electronic database for quality indicators comparison has been designed and implemented. This system is dynamic and easy to update. Using the database it is possible to compare countries according to several criteria (e.g., main parts and categories of the CIPP model, ISCED [International Standard Classification of Education] level, level of data collection). The database is available to the public and is designed for researchers and scholastic decision makers. A first comparison shows that processes at the classroom level are rarely considered, whereas public financial resources as well as achievement results are always included. The study concludes with a discussion of the findings of the comparison, as well as suggestions for future research aimed at further defining relevant indicators for the assessment of education quality." An appendix presents: "The on-line database: structure and functions. (Contains 5 figures and 7 footnotes.) [This paper was produced by INVALSI - National Institute for the Educational Evaluation of Instruction and Training.]
- Published
- 2010
15. ANZSCO Imputation in the National Apprentice and Trainee Collection. Technical Paper
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National Centre for Vocational Education Research and Harvey, Brian
- Abstract
Data relating to occupations has been collected in the national apprentice and trainee collection since 1994. The coding used conforms to classifications endorsed by the Australian Bureau of Statistics (ABS). The latest version issued from the ABS is the Australian and New Zealand Standard Classification of Occupations (ANZSCO). The classification previous to ANZSCO is the second edition of the Australian Standard Classification of Occupations (ASCO). Currently occupation data is collected using both ANZSCO and ASCO codes. Although ANZSCO was only introduced to the Apprentice and Trainee Collection in 2007, states and territories were asked to back-code ANZSCO on all contracts that were active as at 1 July 2000. Therefore while ASCO codes appear on records from the beginning of the collection, ANZSCO codes, only appear on records from 1 July 2000. Thus, although the database has a field for ANZSCO, the value is missing for all records prior to this date. This technical paper is a description of the methodology used to impute values for records in the National Apprentice and Trainee database that have missing ANZSCO codes. Appendices include: (1) Method (detailed); and (2) System charts. [For the accompanying report, "Apprentices and Trainees: September Quarter 2009," see ED508817.]
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- 2010
16. Higher Education in TAFE: An Issues Paper
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National Centre for Vocational Education Research, Moodie, Gavin, Wheelahan, Leesa, Billett, Stephen, and Kelly, Ann
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Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
17. Global Labour Mobility and Mutual Recognition of Skills and Qualifications: European Union and Australia/New Zealand Perspectives. Working Paper No. 56
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Monash University, Centre for the Economics of Education and Training, Shah, Chandra, and Long, Michael
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The labour market is one the most significant markets in modern economies. Today labour embodies increasing amounts of human capital in the form of skills, talents and knowledge. Migration of workers between regions and countries can contribute to efficiency. People are moving from areas in which they are underemployed or unemployed to areas in which there is greater demand for their labour. Frequently the movement of people is across national or other administrative borders. Differences between jurisdictions in the way in which they recognise experience, skills and qualifications can subtract from the efficiency of the labour market. This paper outlines steps taken in the European Union (EU) to improve the mobility of skilled labour between EU countries. The interface between qualifications and the labour market is being addressed by the creation of extensive electronic networks providing workers with more information about potential jobs and employers with more meaningful information about potential applicants. Mobility of labour can be further enhanced by improving the portability of social security, health and pension benefits. The EU has also recognised that migrants are a substantial proportion of the EU workforce. In terms of mobility, they may be better placed than residents to take advantage of regional shifts in demand for labour, and impediments to their mobility between EU countries reduces the efficiency of the contribution they can make. The experience in both Australia and New Zealand recognises the economic benefits to be derived from geographic and jurisdictional labour mobility and especially of those aspects associated with the recognition of skills. It is different from the EU experience in two regards: (1) Cultural differences present in Europe are far less apparent in Australia and New Zealand; and (2) Registration in one jurisdiction was a basis for eligibility for registration in all jurisdictions. The Trans-Tasman Mutual Recognition Arrangement (TTMRA) and Mutual Recognition Agreement (MRA) between the Australian Government and the governments of the eight Australian states and territories are cited as potential models for other countries considering a similar strategy. (Contains 7 footnotes.) [Partial funding for this paper was obtained from a grant from the Monash Institute for the Study of Global Movements.]
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- 2004
18. Reflections on Equity, Adequacy and Weighted Student Funding. Working Papers Series. SAN08-04
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Duke University, Terry Sanford Institute of Public Policy and Ladd, Helen F.
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Within the context of the school finance literature, the concepts of equity and adequacy raise a number of complex definitional and pragmatic issues. The purpose of this paper is to clarify those issues and to use those concepts to evaluate the recent policy proposal called Weighted Student Funding (WSF). Though WSF contains some equity-enhancing elements, it is likely to fall short of its equity goals because the weights are likely to be inappropriate and the approach fails to take full account of the concentrations of challenging-to-educate students and their effects on the distribution of teachers. In addition, the WSF proposal can be faulted for paying no attention to adequacy, potentially stigmatizing individual students, and placing so much focus on individual schools. A more complete evaluation of WSF would require a broader institutional perspective that extends beyond the equity and adequacy considerations of this article. (Contains 8 footnotes.)
- Published
- 2008
19. Policy Developments in VET: Analysis for Selected Countries. Working Paper No. 54
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Monash University, Centre for the Economics of Education and Training, Noonan, Peter, Burke, Gerald, and White, Paul
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This paper is concerned with the strategies being adopted for vocational education and training (VET) in Australia and the lessons that could be learned for them from policies in other countries. Six issues are considered in the paper, each relates to or more of the objectives and particular strategies in the Australia's National Strategy for Vocational Education and Training 2004-2010: (1) Workforce/adult training and retraining in the light of ageing and shifting occupational structures; (2) Equity issues for indigenous and other groups; (3) Managing demand and funding so that priorities are met; (4) Developments in qualification structures and quality assurance; (5) Enhancing provider capacity to ensure quality and responsiveness; and (6) Regional and community capacity building. The approach taken was to analyse national strategies, policies, objectives and priorities of government agencies to provide a point of comparison with Australia's National Strategy for VET. Analysis was most focused on the United Kingdom and New Zealand, and limited for Canada, due to the decentralised nature of that system. Implications for Australia are set out by strategy. (Contains 6 footnotes and 2 boxes.)
- Published
- 2004
20. Scoping Paper--Shaping a Career Development Culture: Quality Standards, Quality Practice, Quality Outcomes
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Australian Department of Education, Science and Training and McMahon, Mary
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This project on national standards and accreditation of career practitioners is set against a background of unprecedented interest by governments nationally and internationally in the provision of career guidance services. Currently more is known about the policy and delivery of career guidance than at any other time in history. There is growing interest in the relationship between career guidance and public policy because the benefits of career guidance to individuals, society and the economy have been recognised. In this regard, strategic alliances are being formed between career guidance practitioners and policy makers in order that policy commitments relating to the provision of quality career services are enhanced. Such an alliance is evidenced in the collaboration between the Department of Education, Science and Training and the Career Industry Council of Australia on this project. This project constitutes a very necessary step in a move towards a quality industry. The purpose of this scoping paper is to: (1) identify current standards guiding career practitioners in Australia; (2) review international work on standards including examples of best practice and advise on how this work might be relevant to the development of national standards and accreditation in the Australian context; (3) be informed by outcomes of national workshops, forums, and conferences 2000-2004; (4) identify the current membership requirements of professional career associations and bodies both nationally and internationally; (5) assess how prior learning or qualifications might be recognised and developed to fit within and meet the requirements of the quality standards; and (6) identify the issues that need to be addressed in the development of national standards. To achieve this purpose, this paper is structured around four main sections--international quality standards, national quality standards, standards guiding Australian professions, and the Australian career industry. Following this a number of themes related to the development and implementation of quality standards will be elaborated. A number of issues relating to the development and implementation of quality standards and accreditation in the Australian career industry will then be raised. Appended are: (1) Glossary of terms; (2) Table of Comparative Competencies; (3) Entry-level Qualifications of Australian Career Practitioner Associations; (4) Standards of Australian Career Practitioner Associations; and (5) Comparison of Quality Standards Across Career Case Studies.
- Published
- 2004
21. External Quality Assurance of New Zealand Tertiary Education Providers Matters: Life Jacket or Strait-Jacket? AIR 2001 Annual Forum Paper.
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Weir, Annie
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The reality of external academic/quality audit has arrived for all tertiary education providers in New Zealand under the umbrella of the New Zealand Qualifications Authority. This paper reviews the development over the past decade of external quality assurance of tertiary providers by quality assurance authorities and their associated bodies. The methodology included a literature review of the key influences and features of external quality assurance in the tertiary sector and an examination of the impact of external quality assurance processes on the development and delivery of courses and qualifications offered by the Open Polytechnic of New Zealand. The two main findings are that: (1) the development of external quality assurance of tertiary providers by quality assurance authorities and their associated bodies has been evolutionary and controversial; and (2) as a result of responding to the demands of external quality assurance, tertiary providers have experienced a significant increase in both their administrative workload and their compliance costs. Providers who have adopted a "life jacket" approach to external quality assurance have reaped the rewards of compliance, but those who have seen it as a strait jacket, are ceasing to exist. (Contains 23 references.) (SLD)
- Published
- 2001
22. Language of Instruction: Choices and Consequences. PREL Briefing Paper.
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Pacific Resources for Education and Learning, Honolulu, HI. and Simanu-Klutz, Fata
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This briefing paper focuses on the choices of instructional language in Pacific classrooms, as mandated by national or state policies, and discusses consequences of such choices on students' academic achievement and career preparation in the changing Pacific region. The paper first notes that in most South Pacific secondary schools, English is the language of the classroom, but for many upper grade students, English is their second language. The paper considers the misalignment of home and school languages, explaining that although the home languages of indigenous Pacific people are regarded by speakers and local authorities as an inherent part of indigenous culture and as the living language of the home, street, and community, they are rarely given a real role in academics. It then discusses some of the pros and cons of English as the language of instruction that Pacific educators must seriously consider. The paper goes on to discuss language and cognitive development and language policies across the curriculum, citing New Zealand as an example of a nation now using bilingual education in the development of ethnic preschools. (Contains 15 references.) (NKA)
- Published
- 1999
23. Private Higher Education Penetration into a Mature Education Market: The New Zealand Experience. PROPHE Working Paper #6
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Program for Research on Private Higher Education and Abbott, Malcolm
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Since 1989, when it became legally possible for private higher education to operate in New Zealand, the sector has grown to become a significant part of the country's higher education system. We explore the private penetration, trace the changes that have occurred in private higher education, and evaluate the sector's position in New Zealand today. The private sector has had to find a niche for itself in a higher education sector dominated by a mature, well developed public sector. In so doing, New Zealand's private higher education exhibits differences and similarities with the private higher education internationally. Particular case study attention goes to the New Zealand case as one of private entry into a mature higher education system in an economically advanced country. Additional attention goes to the dissimilarities between the private sector and the more predominant public tertiary education institutions in New Zealand. It becomes apparent that the private sector has characteristics that make it quite different from that of the public sector in New Zealand. (Contains 10 tables and 19 notes.)
- Published
- 2005
24. Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36
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Bernard Van Leer Foundation (Netherlands) and Lansdown, Gerison
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"Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments, to exercise choices and to have their views respected and valued. (Contains 4 footnotes.)
- Published
- 2005
25. ICCE/ICCAI 2000 Full & Short Papers (Policies, Ethics, Standards, and Legal Issues).
- Abstract
This document contains the following full and short papers on policies, ethics, standards, and legal issues from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Health Risks with Computer Use in New Zealand Schools" (Kwok-Wing Lai); (3) "Information Technology Competency for Hong Kong Teachers--A New Era and a New Paradigm" (Wing Kee Au, Siu Cheung Kong, Kin Ping Leung, Eugenia Mee Wah Ng, and Sai Wing Pun); (4) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (5) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); and (6) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). (MES)
- Published
- 2000
26. A Comparative Investigation of Safer Sex Practices among Canadian and New Zealand Prostitutes. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Meaghan, Diane
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This project examined attitudes, expectations, and behaviors that make prostitutes successful in learning to establish their autonomy and work safely. Ethnographic studies were conducted of 47 prostitutes in Canada and 60 in New Zealand through semi-structured interviews, focus groups, and open-ended discussions supplemented by researchers' observations and participation in the culture of sex trade work. Women new to the streets and experienced women involved in various genres of sex work were surveyed as to how they came to acquire a working knowledge about safer sex practices and what specific practices resulted from that knowledge. Findings suggested that, in the course of their daily work, most prostitutes learn to deal with issues of intimacy, decision making, communication, negotiation, and assertiveness. Prostitute practices acquired outside of formal educational systems constituted an alternative body of educational knowledge that could efficiently use community resources to inform and teach about issues concerning safer sexual interactions. Staffed by workers who were in or formerly part of the sex industry, the New Zealand Prostitutes' Collective was the first cooperative effort between the government and sex workers to promote safer sex practices in the sex industry. Sex workers wanted to create an organization that would empower them and advance their political and legal cause. (Contains 27 references.) (YLB)
- Published
- 2000
27. Stigma to Sage: Learning and Teaching Safer Sex Practices Among Canadian Sex Trade Workers. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Meaghan, Diane
- Abstract
A study interviewed 37 Canadian sex workers in 4 cities to determine how they acquire a working knowledge of safer sex practices and what that knowledge constituted. Findings indicated the vast majority exhibited high levels of knowledge and efficacy regarding safer sex practices; sex workers took the initiative to obtain information and engage in safer sex practices; and peer group educators advanced educational messages in their community. Staffed by current or former sex workers, the New Zealand Prostitutes Collective (NZPC) was established as a government-endorsed organization using state funding, infrastructure, and support services for sex workers, clients, and the public. The Canadian government might profit from lessons learned from the successful NZPC to recruit sex workers as peer educators and should consider the possibility of developing a prostitute-centered pedagogy of safer sex practices that affirms the right of women to control the conditions of work and recognizes the skills and knowledge of that work. Providing sex workers with an opportunity to have input into public policy and design and delivery of prevention programs would be a useful way to transmit their skills and knowledge to other sectors of the community. Such knowledge could provide sexual self-determination that might result in greater knowledge, resistance, agency, and empowerment in other aspects of women's lives. (Contains 87 references and 30 endnotes.) (YLB)
- Published
- 2002
28. A Brief History of K-12 Computer Science Education in Ireland
- Author
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Faherty, Roisin, Nolan, Karen, Quille, Keith, Becker, Brett, and Oldham, Elizabeth
- Abstract
This paper unites the history of Computer Science (CS) Education in Ireland by plotting Ireland's roadmap leading to the implementation of formal Computer Science Education in schools. It first outlines the educational system in Ireland. The history roadmap starts in the 1970s with the first notions of introducing computing in post-primary school, and then continues up to the roll-out the CS curriculum in Ireland at the Senior Cycle level in 2018. The story is chiefly available in disparate publications and reports, so piecing together the entire story is often difficult. This paper collates the available literature, together with the authors' local knowledge of the process, into one paper that may be of interest locally and of value to other jurisdictions beginning their planning of national curricula. The paper describes the development and the current situation of the formal curricula in CS at second level. The current landscape of Computing Education at primary level, which at the time of writing is in the planning stages in Ireland, is described. Additionally, an investigation into the introduction of Computing Education in schools in the international jurisdictions that directly influenced the Irish roll-out takes place, to summarize any lessons learned that might provide insights for Ireland going forward.
- Published
- 2023
29. Changing Skills for a Changing World: Recommendations for Adult Literacy Policy in Aotearoa/New Zealand. Occasional Paper Series.
- Author
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New Zealand Dept. of Labour, Wellington. and Johnson, Alice H.
- Abstract
This report summarizes issues facing New Zealand's modern adult literacy movement and places it in the context of the rapidly changing skill demands of the 21st century. Part I introduces political, economic, and social issues facing New Zealand. Chapter 1 provides an overview of the issues and structures that create the current climate. Part II provides a history of adult literacy in New Zealand. Chapter 2 defines literacy for the 21st century; identifies how literate New Zealanders are, and considers literacy needs by industry. Chapter 3 provides a brief history of New Zealand's literacy movement, describes emergence of workplace literacy, and discusses theoretical underpinnings Freirean and competency-based models. Chapter 4 addresses national leadership and provision of services. Four case studies are presented in a two-page profile with this basic information: type of program; cost; goal; types of services; work-related outcomes; number of students; student selection; structure; curriculum; learner profile; funding source; reason for literacy program; institutional profile; other factors that contribute to success; and student suggestions. A more detailed exploration follows of a series of questions on three themes: motivation, barriers, and benefits. Part III includes recommendations for a long-term, comprehensive, coordinated adult literacy strategy in Chapter 5, with implications for the United States in Chapter 6. Appendixes include the National Literacy Act: Public Law 102-73, and case study interview questions. (Contains 93 references, 7 tables, and 6 figures.) (YLB)
- Published
- 2000
30. Teachers and Decentralisation. Papers Prepared for the National Industry Education Forum Seminar (Melbourne, Victoria, Australia, August 1994).
- Author
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Whitty, Geoff and Seddon, Terri
- Abstract
This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)
- Published
- 1994
31. Obstacles to the Integration of University Qualifications and Courses into the National Qualifications Framework. Nga Taumata Matauranga O Aotearoa Higher Education in New Zealand. Occasional Paper Number 1.
- Author
-
Hall, Cedric
- Abstract
This paper identifies some of the major obstacles to the integration of university qualifications into New Zealand's National Qualifications Framework. Currently, New Zealand's universities are under pressure to integrate their qualifications into the Framework which employs a method of unit design that is generally more suited to trade and technical training than the general and professional education programs typically offered at universities. The paper examines problems that would arise if the Framework method of defining unit standards were applied to the design of university programs and papers. Several pedagogical problems are identified along with philosophical differences between the New Zealand Qualifications Authority (NZQA) and the universities over matters such as the nature and structure of knowledge, credit transfer, the recognition of prior learning, the transfer of generic skills, and the primacy given by the NZQA to unit standards rather than to total qualification. Instead of universities following the unit standard model of development, an extended framework structure is suggested which emphasizes the total qualification. Such a structure is likely to allow for a more productive relationship to develop between the NZQA and universities. (Contains 21 references.) (JB)
- Published
- 1994
32. Early Years--Research. Papers from New Zealand Council for Educational Research Seminars on Early Childhood (December 13, 1993 and April 27, 1995).
- Author
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New Zealand Council for Educational Research, Wellington., Podmore, Valerie N., and Swann, Fay
- Abstract
This report contains six papers presented at 1993 and 1995 seminars conducted by the New Zealand Council for Educational Research. It also includes the schedules of the two seminars and a summary of a general discussion on future directions in research in early childhood education and care conducted at the 1995 seminar. They include: (1) "Working with Children before They Start School: Some Findings from Swedish Early Childhood Centres" (Ingrid Pramling); (2) "Creating Learners Who Want To Know: An Action Research Project Following a College-Based Teaching Experience" (Anne Meade and Lynne Bruce); (3) "Meeting Their Needs: Educational/Training Implications of a Collaborative Study of Playcentre Children Aged Under 2 1/2 Years" (Valerie Podmore and Liz Depree); (4) "Fitting, Not Flitting: Schema Development Seen in Some Children in the Competent Children Project" (Anne Meade); (5) "Early Childhood Teacher Education: Findings from a Longitudinal Study" (Margery Renwick and Sally Boyd); and (6) "Families, Work, and Early Childhood Education: Experiencing Change and Diversity" (Valerie N. Podmore). Each paper contains a reference list. (MDM)
- Published
- 1995
33. Identifying Work Skills: International Case Summaries. Support Document
- Author
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National Centre for Vocational Education Research (NCVER) (Australia) and Siekmann, Gitta
- Abstract
The Organisation for Economic Co-operation and Development (OECD) is an intergovernmental economic organisation with 35 member countries, founded in 1961 to stimulate economic progress and world trade. The Organisation for works with countries to develop skills strategies tailored to specific needs and contexts. The Organisation prepared a global skills strategy outline over the period 2011 to 2013. Each national skills strategy country project offers a tailored approach to focus on the unique skills challenges, context and objectives of each country. Each project leverages OECD comparative data and policy analysis, fosters collaboration across ministerial portfolios and levels of government while engaging all relevant stakeholders--employers, trade unions, and civil society organisations. In its paper "Towards an OECD Skills Strategy" (OECD 2013), the OECD sets out the main issues which must be addressed by efficient and effective policies for skills formation and skills use. The majority of material in each of the 13 case summaries presented here has been lifted mostly verbatim from original sources. These sources are stated at the beginning of each case summary. [This document is an added resource for the report "Identifying Work Skills: International Approaches. Discussion Paper" which can be accessed in ERIC at ED579874.]
- Published
- 2017
34. Parent Support Conference Papers. Ara Whakamana Pathways to Empowerment (Wellington, New Zealand, November 3-4, 1992).
- Author
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Early Childhood Development Unit, Wellington (New Zealand).
- Abstract
This collection of conference papers from New Zealand's Early Childhood Development Unit's November 1992 Parent Support Conference and the Parenting Promotion Launch presents a wide range of views on parenting and shows the support available for parents from numerous organizations. The conference began 2 weeks of activities throughout New Zealand to encourage parents to become involved with their children. The following papers are included: (1) "Positive Parenting" (opening address by Jenny Shipley); (2) "Creating Pathways to Empower Parents" (keynote address by Douglas Powell); (3) "Parents...Parenting" (keynote address by Rose Pere); (4) "Plunket in the Nineties" (Gill Cleland and Helen Corrigan); (5) "A Community Based Approach to Parent Support" (Jan Gerritsen); (6) "Support for Parents of Children with Special Needs" (Denise Gibbard and Sharon Brandford); (7) "Parents as First Teachers Pilot Project" (Janice Grigor); (8) "Anau Ako Pasifika" (Puroku Hall and Lineahi Lund), which is a home-based early childhood care program; (9) "Parent Education: An Experiment of Nature or by Design?" (Bruce McMillan); and (10) "Early Childhood Development Unit Parent Support Projects" (Huhana Rokx and Meagan Pene). Speaker profiles and three Parenting Promotion Launch speeches are also included. (MM)
- Published
- 1993
35. What Is Government's Role in Early Childhood Education? Papers Presented at the New Zealand Council for Educational Research Invitational Seminar (February 23, 1993).
- Author
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New Zealand Council for Educational Research, Wellington. and Podmore, Valerie N.
- Abstract
Focusing on the role of the federal government in maintaining quality in early childhood education, these proceedings present introductory remarks followed by 10 seminar papers: (1) "The Role of Government in Early Childhood: Support and Advice for Serving Parents and Communities," (Pamela Kennedy); (2) "What Is the Government's Role in Early Childhood Education? Education Review Office and the Early Childhood Sector," (Jeanette Schollum); (3) "Back, Against the Wall. Staffing and the Quality of Early Childhood Education: The Impact of Government Policy," (Linda Mitchell); (4) "Government's Role in the Funding of the Kohanga Reo," (Peggy Luke-Ngaheke); (5) "The Role of Government in Early Childhood Curriculum in Aotearoa-New Zealand," (Margaret Carr and Helen May); (6) "What Can the North American Experience Teach Us in the 1990s?" (Heather McDonald); (7) "Government's Role in Early Childhood Education: A Comparative Perspective from Western Australia," (Joy Cullen); (8) "Government's Role in Early Childhood and the First Years of School," (Helen Duncan); (9) "The Role of the Church and Government in Promoting Early Childhood Education in Aotearoa," (Fereni Pepe Ete); and (10) "Provision, Accountability and Quality: Let's Not Undervalue Children," (Rahera Barrett Douglas). (BCY)
- Published
- 1993
36. Peer Collaboration in Early Years Mathematics: A Linguistic Analysis
- Author
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Mathematics Education Research Group of Australasia (MERGA), Murphy, Carol, Thomas, Damon, and Muir, Tracey
- Abstract
In this study, we aim to investigate the role of language in small group peer collaboration. Based on the notion of symmetrical scaffolding, we draw on theories of dialogic space and functional linguistics to analyse a transcript of three six-year-old students as they explore a shared understanding of 'two more than'. Using Martin and White's (2005) engagement framework as an analytical tool, we identify how the three students used language resources in contractive and expansive ways to move each other's learning forward. These findings provide a perspective of symmetrical scaffolding closely focused on students' language choices that support engagement with each other's thinking. We suggest that a focus on use of language with young students is valuable in identifying the type of mathematical discourse that will support peer collaboration in problem solving and mathematical reasoning.
- Published
- 2023
37. Transforming Learning Support in ODFL: Lessons Learned in Creating the Less Model
- Author
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Lynnette Brice, Alison Harrison, and Alan Cadwallader
- Abstract
The purpose of this paper is to share insights gained from the discovery, design, and delivery phases of creating a three-tiered model of non-academic learning support in open, distance, and flexible learning (ODFL): "Learner Engagement and Success Services (LESS)", at Open Polytechnic | Te Pukenga, New Zealand. Presented as a case study, this paper discusses the early vision of the model, examines current understanding relating to learner support and engagement, and describes the successes and challenges faced in bringing this vision to reality. It outlines challenges relating to the emergent use of learning analytics (LA) in identifying "exception" learners, the contestability of ethical use and choices of data, and the rapid evolution and devolution of commercially available communication tools. The tiered model is described as a scalable blend of human and technology-enabled interventions and services, underpinned by the values of agency and equity. The components of this model could be replicated, and its success is measurable.
- Published
- 2023
38. Marketing for Libraries and Information Centres: A Selective Annotated Bibliography. Occasional Papers in Bibliography and Libraries; 21.
- Author
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Victoria Univ. of Wellington (New Zealand). and Tuffield, Joanne
- Abstract
The aim of this annotated bibliography is to illustrate the range and type of materials available for marketing management, a tool that can help library managers determine client needs and provide feedback on library services and products. The bibliography includes 67 monographs, serials, and audiovisuals selected for information professionals who want to apply the approach in their institutions but have little or no formal training in marketing. Materials selected have been printed after 1980, and those that are neither easily available nor library-specific have been excluded. Materials are arranged under the following headings: (1) key non-library readings; (2) New Zealand libraries: marketing and promotion; (3) marketing management; (4) marketing and planning; and (5) publicity and promotion. The publication also includes author and title indexes. (KRN)
- Published
- 1991
39. Supporting Pasifika Students in Mathematics Learning
- Author
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Mathematics Education Research Group of Australasia (MERGA), Vuni, Mepa, and Leach, Generosa
- Abstract
In this paper, we report on data gathered through Talanoa on how Pasifika students can be supported to learn mathematics. The perspectives of five teachers were analysed, highlighting three themes. Firstly, the importance for Pasifika students to feel a sense of belonging at school. Secondly, how the core cultural values of Pasifika students can be drawn on to develop effective social and sociomathematical norms. Finally, the significance of presenting learning and mathematical activity in authentic contextual frames to support engagement and participation in learning. These findings offer potential for implementing pedagogical approaches that are meaningful, relevant, and can support the mathematics learning of many students currently marginalised in New Zealand schools.
- Published
- 2022
40. 'It Has the Same Numbers, Just in a Different Order': Middle School Students Noticing Algebraic Structures within Equivalent Equations
- Author
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Mathematics Education Research Group of Australasia (MERGA), Hunter, Jodie, Miller, Jodie, Bowmar, Alex, and Jones, Ian
- Abstract
In this paper, we explore student solutions to a free response mathematical assessment task which had opportunities for students to notice structural properties in the context of number systems. In total, 308 students aged between 10 years to 13 years participated in the study. Their responses were analysed to determine whether they noticed algebraic structures in a task using equivalent equations. Findings indicate that students were able to recognise equation pairs that drew on both the associative and distributive properties. A limited number of students were able to notice the general structure and draw on number properties to support their claims, moving beyond using algorithmic thinking.
- Published
- 2022
41. Are Learners Referring to the General or the Particular? Discursive Markers of Generic versus Empirical Example-Use
- Author
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Mathematics Education Research Group of Australasia (MERGA), Knox, Jo, and Kontorovich, Igor'
- Abstract
Supporting students of all levels to move beyond empirical arguments, which employ example based reasoning to endorse universal truths and are thus mathematically invalid, remains a challenging goal in mathematics education. Arguments that make use of generic examples are both mathematically valid and accessible for even young learners. However, discerning whether students are viewing or using an example as a specific case, or a general case, is difficult. In this paper, we open the space between empirical and generic use of examples and establish categories of example-use regarding odd and even numbers. We reveal discursive markers pointing towards whether a learner is referring to particularity or generality in their example-based reasoning.
- Published
- 2022
42. Using Mathematics Curriculum Materials When Planning on Practicum: A Case Study of One Primary Year Three Pre-Service Teacher
- Author
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Mathematics Education Research Group of Australasia (MERGA) and Wilson, Susanna
- Abstract
This paper describes how one third and final year pre-service (PST) used curriculum materials when planning for primary mathematics teaching on practicum. The findings were drawn from a semi-structured focus group interview, where four PSTs recalled how they planned for primary teaching during a previous practicum. This case study shows how one PST used curriculum planning documents from the practicum setting, and a teacher's guide when planning mathematics lessons. Planning processes are also identified, and implications for associate teachers (ATs), PSTs, and mathematics Initial Teacher Educators are discussed.
- Published
- 2022
43. Teacher Agency and Professionalism in the Context of Online Mathematics Instructional Platforms
- Author
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Mathematics Education Research Group of Australasia (MERGA) and Darragh, Lisa
- Abstract
Current trends in mathematics education emphasise student-centred learning; and internet-based pedagogies, such as online mathematics instructional platforms, go even further in reducing the role of the classroom teacher. In this paper I consider how teachers may exercise agency and professionalism in the context of online mathematics instruction. Whilst there is some evidence for the reduction of the teacher role, there is also considerable space for teachers to enact professional identities as teachers of mathematics. However, I suggest that care needs to be taken to ensure that there is a balance to the overall mathematics programme, including opportunity for teachers to make their own decisions and assessments regarding students' learning.
- Published
- 2022
44. Developing Equitable Participation Structures
- Author
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Mathematics Education Research Group of Australasia (MERGA), Hunter, Roberta, and Hunter, Jodie
- Abstract
Participation structures are important in relation to who gets equitable access to mathematics within classrooms premised on co-construction of mathematical reasoning. This paper takes a strength-based focus to explore how two teachers extended their Pasifika students' known repertoires of practice to encompass others, which supported them to better engage in mathematics. The data illustrates the importance of teachers drawing on task contexts and student ways of knowing and being to facilitate student engagement in reasoned discourse and argumentation. The teacher actions provide a model which other teachers could draw on when teaching mathematics to students from predominantly collectivist groupings.
- Published
- 2022
45. One Teacher's Pedagogical Actions in Eliciting and Developing Mathematical Reasoning through a Contextually Relevant Task
- Author
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Mathematics Education Research Group of Australasia (MERGA), Frazerhurst, Lauren, and Leach, Generosa
- Abstract
In this paper, we report on the pedagogical actions of one teacher in eliciting and developing students' mathematical reasoning during one mathematics lesson. The findings illustrate that through the careful design and planning of a contextually relevant task (the construction of a manu tukutuku), and the implementation of specific teacher actions, a group of marginalised students were provided access to exploring the concept of equivalence.
- Published
- 2022
46. Mapping out Interactions in Spoken and Written Discourses. Metadiscourse across Genres. Conference Programme & Book of Abstracts (Cyprus, March 30-April 1, 2017)
- Author
-
Akbas, Erdem, Hatipoglu, Ciler, and Bayyurt, Yasemin
- Abstract
This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).
- Published
- 2017
47. Leadership of Strengths-Based Approaches for Early Years Mathematics Education: Using CHAT as a Framework for Educational Leaders' Professional Learning Leadership
- Author
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Mathematics Education Research Group of Australasia (MERGA), Sexton, Matt, and Nuttall, Joce
- Abstract
We present a model that employs "cultural-historical activity theory" (CHAT) concepts to inform research with designated Educational Leaders in early years settings. We theorise practice change in early years mathematics education in terms of motive objects of activity and mediation by cultural tools. We show how CHAT can be used to lead development of a strengths-based approach to support young children's early mathematics education through systematic professional learning activity. Our overarching aim is to understand how educational leadership in early learning spaces can be reimagined, drawing on CHAT to theorise this under-researched area of mathematics leadership in early learning settings. [This paper is the third in a symposium of three papers. For the first paper "An Introduction to the Strengths Approach," see ED616177. For the second paper "A Strengths Approach to Birth to 3 Mathematics Education: The Case of Banjo Childcare Centre," see ED616174.]
- Published
- 2021
48. Conceptualising 3D Shapes in New Zealand Primary Classes
- Author
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Mathematics Education Research Group of Australasia (MERGA) and Sharma, Shweta
- Abstract
This paper explores three multilingual students' (9 to 11-years-old) conceptual understanding of three-dimensional (3D) shapes as displayed through peer and classroom interactions in two New Zealand primary classes. Bakhtin's dialogic theory and Garfinkel's ethnomethodology inform the theoretical framework. The paper presents two excerpts from audio-video recorded data. Findings suggest that the students use their multilingual capacities to convey their meanings of geometry shapes as they engage in peer and classroom interactions. The paper recommends that it is crucial to explore prosodic features of the language to facilitate the meaning-making process during teaching and learning of geometry.
- Published
- 2021
49. CMC and MALL Unite
- Author
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Montaner-Villalba, Salvador, Lander, Bruce, Morgana, Valentina, Leier, Vera, Selwood, Jaime, Einum, Even, and Redondo, Sergio Esteban
- Abstract
There is no doubt that Computer Mediated Communication (CMC) and mobile mediated communication are linked as technology continues to transform the way we communicate with each other. Campbell (2019) analyzed how mobile communication evolved into portable devices to form a complete system of mobile media, reshaping the fabric of our social lives via 'sociality' and 'spatiality'. In this short paper, we would like to offer a brief overview of the diverse oral presentations which took place in the joint CMC and MALL (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium at the online conference this year. This short paper will introduce various online apps which are available for free in both computer-based and mobile versions and can be adapted to foreign language learning in various ways. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
- Published
- 2020
50. 'It's Not Just Any Teaching Program': The New Professionalism, Educational Inequity, and Ako Matatupu: Teach First New Zealand
- Author
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Ramsey, Zachary R., McFeely, Helen, Cusimano, Jackie, and Crawford-Garrett, Katherine
- Abstract
In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Matatupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education. In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Matatupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education.
- Published
- 2022
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