title: Facilitating reflective and collaborative learning in EAP

authors: Fester, Anthea Marcelle

abstract: The research in focus involved a pilot study of the use of ePortfolios in an undergraduate third year English for Academic Purposes (EAP) course at a University in New Zealand. The overarching aim of the research was to evaluate the use of the ePortfolio in facilitating integrated learning, reflection and collaboration in an EAP context.

text: Facilitating reflective and collaborative learning in EAP The research in focus involved a pilot study of the use of ePortfolios in an undergraduate third year English for Academic Purposes (EAP) course at a University in New Zealand. The overarching aim of the research was to evaluate the use of the ePortfolio in facilitating integrated learning, reflection and collaboration in an EAP context.

year: 2018

title: Gender and sexuality II: Activism

authors: Johnston, Lynda

subjects: activism

abstract: This report considers genders and sexualities within and across spaces of activism. Geographers concerned with social belonging, equity, human rights, civic duties, and gendered and sexed identities often engage in activism through participatory research and/or direct action. This report brings together geographical scholarship on feminist and queer (lesbian, gay, bisexual, transgender, intersex, queer) – LGBTIQ – activism to examine the construction of transformative geographical knowledges. Feminist and queer activist geographers can be powerful forces for positive social change and challenge heteronormativity. They may also, however, reinforce normalizations and hierarchies within and beyond activist spaces. I bring together references that position geographers at the centre of activism, genders, sexualities and place.

text: Gender and sexuality II: Activism This report considers genders and sexualities within and across spaces of activism. Geographers concerned with social belonging, equity, human rights, civic duties, and gendered and sexed identities often engage in activism through participatory research and/or direct action. This report brings together geographical scholarship on feminist and queer (lesbian, gay, bisexual, transgender, intersex, queer) – LGBTIQ – activism to examine the construction of transformative geographical knowledges. Feminist and queer activist geographers can be powerful forces for positive social change and challenge heteronormativity. They may also, however, reinforce normalizations and hierarchies within and beyond activist spaces. I bring together references that position geographers at the centre of activism, genders, sexualities and place.

year: 2016

title: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers

authors: Gundersen, Mandy

abstract: Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

text: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

year: 2025