title: When the student has to draw their answer: Assessing logic online

authors: Gibbons, Stephanie

abstract: Presented at Learnfest 2020 Te Puna Aurei: A spring of intertwining knowledge

text: When the student has to draw their answer: Assessing logic online Presented at Learnfest 2020 Te Puna Aurei: A spring of intertwining knowledge

year: 2020-11-11

title: Exploring discrepancies between beliefs and practices in ESL curriculum and syllabus design

authors: Fester, Anthea Marcelle

abstract: In response to a questionnaire-based survey of teachers of English as a second language (ESL) (involving a sample of teachers from five different countries), more than one third indicated that the institution in which they worked either did not have an overall curriculum for the English courses offered or that they did not know whether it had one or not. Many respondents added comments indicating that the curriculum documents that were made available to them were inadequate, incomplete or unhelpful. In follow-up in-depth interviews with a sample of language programme managers, interviewees were asked a series of questions about their institutional curricula. All but one claimed that their institutions had curricula relating to their ESL programmes, that each of the courses offered was described in terms of levels with associated proficiency-style level descriptor statements and that there were ‘can do’ learning outcome statements associated with each course. However, a review of the curriculum documents provided by the interviewees did not always confirm their perceptions of them. This paper presents and discusses some of the findings of the research project as a whole, suggesting some possible reasons why there appears to be so much confusion and disagreement about the nature of the ESL curriculum.

text: Exploring discrepancies between beliefs and practices in ESL curriculum and syllabus design In response to a questionnaire-based survey of teachers of English as a second language (ESL) (involving a sample of teachers from five different countries), more than one third indicated that the institution in which they worked either did not have an overall curriculum for the English courses offered or that they did not know whether it had one or not. Many respondents added comments indicating that the curriculum documents that were made available to them were inadequate, incomplete or unhelpful. In follow-up in-depth interviews with a sample of language programme managers, interviewees were asked a series of questions about their institutional curricula. All but one claimed that their institutions had curricula relating to their ESL programmes, that each of the courses offered was described in terms of levels with associated proficiency-style level descriptor statements and that there were ‘can do’ learning outcome statements associated with each course. However, a review of the curriculum documents provided by the interviewees did not always confirm their perceptions of them. This paper presents and discusses some of the findings of the research project as a whole, suggesting some possible reasons why there appears to be so much confusion and disagreement about the nature of the ESL curriculum.

year: 2015

title: Is physical education relevant? Interpersonal skills, values and hybridity

authors: Fitzpatrick, Katie

subjects: health education

abstract: Discussion surrounding the relevance of the document Health and Physical Education in the New Zealand Curriculum has focused on a range of areas. While some writers claim it has the potential to be emancipatory and the inclusion of interpersonal skills and values is important and meaningful, others have levelled criticisms that the document is trying to do too much and has a middle class agenda. This article reports part of the findings of a small study which explored how some Maori and Pasifika students viewed their experiences of physical education in one major urban New Zealand high school. The experiences of these students are related to Besley's notion of hybridity. Her argument suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. The students believed physical education has provided them with opportunities to develop and practice care for others and to learn and apply interpersonal skills as well as to gain confidence and apply their skills in situations outside the school setting. The study argues the need for curriculum to connect with the wider lives of students and any degree of connection can only occur if students are given a voice in the curriculum implementation process.

text: Is physical education relevant? Interpersonal skills, values and hybridity Discussion surrounding the relevance of the document Health and Physical Education in the New Zealand Curriculum has focused on a range of areas. While some writers claim it has the potential to be emancipatory and the inclusion of interpersonal skills and values is important and meaningful, others have levelled criticisms that the document is trying to do too much and has a middle class agenda. This article reports part of the findings of a small study which explored how some Maori and Pasifika students viewed their experiences of physical education in one major urban New Zealand high school. The experiences of these students are related to Besley's notion of hybridity. Her argument suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. The students believed physical education has provided them with opportunities to develop and practice care for others and to learn and apply interpersonal skills as well as to gain confidence and apply their skills in situations outside the school setting. The study argues the need for curriculum to connect with the wider lives of students and any degree of connection can only occur if students are given a voice in the curriculum implementation process.

year: 2005