title: Parents as teachers: Using parent helpers to guide young children’s technological practice

authors: Milne, Louise

abstract: Technology Education is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in learning programmes in which they engage in technological practice and through this practice develop capability, knowledge and an understanding of technology as a domain in its own right. Experiencing and exploring contemporary examples of technological practice is recognised as an effective way of developing technological literacy and, in this study, students visited a chocolate factory in order to find out how to make a chocolate gift for Mothers’ Day. While the value of learning experiences outside the classroom (LEOTC) is well documented in learning areas such as science, there are few studies which explore LEOTC in Technology and specifically those of junior primary students.
A key element of this process, and the focus of this paper, is the role that parent helpers play in guiding and supporting students during both visits outside the classroom, and construction tasks within the classroom. It also raises the issue of the preparation and scaffolding parents require to enable them to help students effectively carry out these tasks. The role of a parent helper is a crucial one and the data from this study suggests that the status and time given to this preparation is, at times, varied and can have significant impact on children’s learning outcomes.

text: Parents as teachers: Using parent helpers to guide young children’s technological practice Technology Education is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in learning programmes in which they engage in technological practice and through this practice develop capability, knowledge and an understanding of technology as a domain in its own right. Experiencing and exploring contemporary examples of technological practice is recognised as an effective way of developing technological literacy and, in this study, students visited a chocolate factory in order to find out how to make a chocolate gift for Mothers’ Day. While the value of learning experiences outside the classroom (LEOTC) is well documented in learning areas such as science, there are few studies which explore LEOTC in Technology and specifically those of junior primary students.
A key element of this process, and the focus of this paper, is the role that parent helpers play in guiding and supporting students during both visits outside the classroom, and construction tasks within the classroom. It also raises the issue of the preparation and scaffolding parents require to enable them to help students effectively carry out these tasks. The role of a parent helper is a crucial one and the data from this study suggests that the status and time given to this preparation is, at times, varied and can have significant impact on children’s learning outcomes.

year: 2012

title: The development of a whole school approach to education for sustainability

authors: Kalnins, Tatiana Irina

subjects: education for sustainability

abstract: To address environmental and sustainability problems we need a new way of educating our young people; one that provides them with the capabilities and skills to find and examine their own frameworks for solving these problems in the future.  Thus, it has been argued that we urgently need to find new models and approaches to education that reflect and contribute to sustainable practices, as traditional educational systems have contributed to the unsustainable conditions we now face.  A whole school approach to education for sustainability (EfS) supports the notion that children learn both through an enacted curriculum and informally through the messages and meanings inherent in their surroundings. A whole school approach to EfS involves transforming the system rather than reforming it or simply accommodating change. One school-focussed programme that has been fostering such whole school approaches in New Zealand is the Enviroschools programme.  The Enviroschools programme supports a whole centre/school approach to EfS, and describes four key areas of schooling life that have an effect on sustainability and student learning:  (1)  People (and Participation); (2) Programmes; (3)  Practices; and (4) Place.  
 
This thesis has examined the development of a whole school approach to EfS by investigating the planning, implementation and outcomes of such an approach in a New Zealand primary school.  An interpretive methodology was used to guide data collection through observations, interviews and analysis of student work as an Enviroschools facilitator worked with the staff and students of the school during their first year of integrating EfS into their school. An analytical framework, based on themes emerging from the ‘People, Programmes, Practices and Place’ dimensions of a whole school approach to EfS, was used to interpret the data arising from this single, case study school. 
 
 
This study found that the school leader(s), such as the Principal, have a profound effect on the success of the integration of the whole school approach to EfS. It also found that teacher knowledge and understanding of the complexity of EfS is key to successful integration into the curriculum, with particular emphasis on its transdisciplinary nature. In addition, special attention needs to be paid to the nature of EfS Facilitation and the interface between EfS theory and practice, for example, how to practically involve the ‘whole school’ in EfS participation. 
 
This research may assist schools in their own EfS journeys by providing insight and clarity around the process of development of a whole school approach to EfS. Detailing the factors that enable and inhibit the development of a whole school approach may provide schools with the direction needed to avoid possible pitfalls, and focus on factors that progress the development of EfS in their school.

text: The development of a whole school approach to education for sustainability To address environmental and sustainability problems we need a new way of educating our young people; one that provides them with the capabilities and skills to find and examine their own frameworks for solving these problems in the future.  Thus, it has been argued that we urgently need to find new models and approaches to education that reflect and contribute to sustainable practices, as traditional educational systems have contributed to the unsustainable conditions we now face.  A whole school approach to education for sustainability (EfS) supports the notion that children learn both through an enacted curriculum and informally through the messages and meanings inherent in their surroundings. A whole school approach to EfS involves transforming the system rather than reforming it or simply accommodating change. One school-focussed programme that has been fostering such whole school approaches in New Zealand is the Enviroschools programme.  The Enviroschools programme supports a whole centre/school approach to EfS, and describes four key areas of schooling life that have an effect on sustainability and student learning:  (1)  People (and Participation); (2) Programmes; (3)  Practices; and (4) Place.  
 
This thesis has examined the development of a whole school approach to EfS by investigating the planning, implementation and outcomes of such an approach in a New Zealand primary school.  An interpretive methodology was used to guide data collection through observations, interviews and analysis of student work as an Enviroschools facilitator worked with the staff and students of the school during their first year of integrating EfS into their school. An analytical framework, based on themes emerging from the ‘People, Programmes, Practices and Place’ dimensions of a whole school approach to EfS, was used to interpret the data arising from this single, case study school. 
 
 
This study found that the school leader(s), such as the Principal, have a profound effect on the success of the integration of the whole school approach to EfS. It also found that teacher knowledge and understanding of the complexity of EfS is key to successful integration into the curriculum, with particular emphasis on its transdisciplinary nature. In addition, special attention needs to be paid to the nature of EfS Facilitation and the interface between EfS theory and practice, for example, how to practically involve the ‘whole school’ in EfS participation. 
 
This research may assist schools in their own EfS journeys by providing insight and clarity around the process of development of a whole school approach to EfS. Detailing the factors that enable and inhibit the development of a whole school approach may provide schools with the direction needed to avoid possible pitfalls, and focus on factors that progress the development of EfS in their school.

year: 2018

title: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education

authors: Hawera, Ngārewa

subjects: initial teacher education

abstract: Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

text: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

year: 2017