title: The economics of cooperative education: A practioners guide to the theoretical framework and empirical assessment of cooperative education by Yasushi Tanaka[Book Review]

authors: Zegwaard, Karsten E.

abstract: This article reviews the book “The economics of cooperative education: A practioners guide to the theoretical framework and empirical assessment of cooperative education” by Yasushi Tanaka

text: The economics of cooperative education: A practioners guide to the theoretical framework and empirical assessment of cooperative education by Yasushi Tanaka[Book Review] This article reviews the book “The economics of cooperative education: A practioners guide to the theoretical framework and empirical assessment of cooperative education” by Yasushi Tanaka

year: 2015

title: Carrying Out a Practical Investigation:The Student-Experienced Curriculum

authors: Hume, Anne Christine

subjects: authentic scientific inquiry/investigation

abstract: Assessment of student learning for qualifications has long been contentious, particularly the reliability and validity of various assessment methods and the impact of assessment on the nature of student learning.  There is, for example, controversy about norm-referencing versus standards-based assessment of student learning with different stakeholders holding different political agenda.  In this study these issues are investigated by research into a recently implemented qualification for secondary school students in New Zealand - the National Certificate of Educational Achievement (NCEA).  Proponents of NCEA suggest this regime acknowledges a wider range of student achievements than previous qualifications.  Opponents of NCEA lament the 'fragmented', 'atomistic' approach to learning, and the lack of incentive for students to compete and strive for excellence.  While other New Zealand research reports on national trends in the way school programmes are responding to the changes associated with the implementation of NCEA, little is known about the classroom curriculum students are actually achieving.

This interpretive study presents findings from classroom-based case studies investigating the nature of the student-experienced curriculum for the NCEA Science Achievement Standard 1.1 Carrying out a practical investigation with direction.  These findings indicate that the achievement standard is exerting a strong influence over the nature of student learning, with students experiencing purposeful and focused learning within a structured teaching programme.  The emphasis in the standard on fair testing has implications for students' understanding of the nature of scientific inquiry by limiting their exposure to the range of methods that scientists use in practice.  Student learning tends to be mechanistic and superficial rather than creative, critical and life-long.

The findings have important implications for writers of national curriculum and assessment policy and for teachers of science.  Suggestions are offered for ways of enhancing the learning of science under the NCEA qualification.

text: Carrying Out a Practical Investigation:The Student-Experienced Curriculum Assessment of student learning for qualifications has long been contentious, particularly the reliability and validity of various assessment methods and the impact of assessment on the nature of student learning.  There is, for example, controversy about norm-referencing versus standards-based assessment of student learning with different stakeholders holding different political agenda.  In this study these issues are investigated by research into a recently implemented qualification for secondary school students in New Zealand - the National Certificate of Educational Achievement (NCEA).  Proponents of NCEA suggest this regime acknowledges a wider range of student achievements than previous qualifications.  Opponents of NCEA lament the 'fragmented', 'atomistic' approach to learning, and the lack of incentive for students to compete and strive for excellence.  While other New Zealand research reports on national trends in the way school programmes are responding to the changes associated with the implementation of NCEA, little is known about the classroom curriculum students are actually achieving.

This interpretive study presents findings from classroom-based case studies investigating the nature of the student-experienced curriculum for the NCEA Science Achievement Standard 1.1 Carrying out a practical investigation with direction.  These findings indicate that the achievement standard is exerting a strong influence over the nature of student learning, with students experiencing purposeful and focused learning within a structured teaching programme.  The emphasis in the standard on fair testing has implications for students' understanding of the nature of scientific inquiry by limiting their exposure to the range of methods that scientists use in practice.  Student learning tends to be mechanistic and superficial rather than creative, critical and life-long.

The findings have important implications for writers of national curriculum and assessment policy and for teachers of science.  Suggestions are offered for ways of enhancing the learning of science under the NCEA qualification.

year: 2006

title: Indigenous challenges to enhance freshwater governance and management in Aotearoa New Zealand - the Waikato river settlement

authors: Te Aho, Linda

subjects: New Zealand

abstract: Co-management of environmental resources is an idea that has been developing for some time in Aotearoa New Zealand as a strategy that recognises Indigenous interests in the environment, and the different ways that people view the world. The contest for control of New Zealand's rivers has generally arisen from successive governments purporting to secure rights based upon English common law. Precepts of that law were completely foreign to the Indigenous Maori who had their own conceptions of rivers. Through the eyes of the Maori, rivers have their own life force, their own spiritual energy and their own powerful identities. Rivers are inextricably linked to tribal identities. Over time a raft of policies was employed and legislation passed by parliament in the name of development and the national interest which did not take into account Maori understandings of the river and its ecosystems, nor their rights, interests, or authority. Excluded from decision-making processes, Maori have long brought matters to the attention of courts by using any basis to assert our rights and interests, and to have our concerns about the deteriorating health and wellbeing of our rivers taken seriously. The search for redress has been relentless. The Resource Management Act 1991 formalised a range of legal rights, but such rights can be meaningless if presented as just one of many other considerations that decision-makers have to take into account. This article explores the notion of collaborative management and the development of co-management models as a background to the emergent Waikato River settlement ± a legal solution embedded in the Waikato-Tainui Raupatu Claims (Waikato River) Settlement Act 2010 that generates a more robust opportunity to bring to an end a paradigm of exclusion and usher in a new era that promises enhanced governance and management of a significant waterway.

text: Indigenous challenges to enhance freshwater governance and management in Aotearoa New Zealand - the Waikato river settlement Co-management of environmental resources is an idea that has been developing for some time in Aotearoa New Zealand as a strategy that recognises Indigenous interests in the environment, and the different ways that people view the world. The contest for control of New Zealand's rivers has generally arisen from successive governments purporting to secure rights based upon English common law. Precepts of that law were completely foreign to the Indigenous Maori who had their own conceptions of rivers. Through the eyes of the Maori, rivers have their own life force, their own spiritual energy and their own powerful identities. Rivers are inextricably linked to tribal identities. Over time a raft of policies was employed and legislation passed by parliament in the name of development and the national interest which did not take into account Maori understandings of the river and its ecosystems, nor their rights, interests, or authority. Excluded from decision-making processes, Maori have long brought matters to the attention of courts by using any basis to assert our rights and interests, and to have our concerns about the deteriorating health and wellbeing of our rivers taken seriously. The search for redress has been relentless. The Resource Management Act 1991 formalised a range of legal rights, but such rights can be meaningless if presented as just one of many other considerations that decision-makers have to take into account. This article explores the notion of collaborative management and the development of co-management models as a background to the emergent Waikato River settlement ± a legal solution embedded in the Waikato-Tainui Raupatu Claims (Waikato River) Settlement Act 2010 that generates a more robust opportunity to bring to an end a paradigm of exclusion and usher in a new era that promises enhanced governance and management of a significant waterway.

year: 2010