title: Dealing with a quandary: Funding outdoor education in Aotearoa New Zealand

authors: Campbell-Price, Margi

subjects: outdoor education, funding, equity

abstract: School websites are one of a number of ways that schools communicate their vision, values, programmes, successes, and about their community in the public domain. An initial stimulus for this article was a study conducted by one of the authors investigating the presence and profile of outdoor education on secondary school websites in Aotearoa New Zealand. The cost associated with some senior outdoor education offerings compared with other resourceintensive subject options was a finding that provoked our collective attention. This is particularly so when Ministry of Education policy prohibits schools from compelling parents to pay fees for outdoor education courses that are part of the curriculum of a school. This article catalogues the questions and quandaries that surfaced from our consideration of outdoor education funding issues, particularly in senior outdoor education in some schools. We speculate about the importance of outdoor educators considering their ‘bottom-lines’ and what learning opportunities are possible if outdoor education experiences are seen to be a ‘right’ of all students.

text: Dealing with a quandary: Funding outdoor education in Aotearoa New Zealand School websites are one of a number of ways that schools communicate their vision, values, programmes, successes, and about their community in the public domain. An initial stimulus for this article was a study conducted by one of the authors investigating the presence and profile of outdoor education on secondary school websites in Aotearoa New Zealand. The cost associated with some senior outdoor education offerings compared with other resourceintensive subject options was a finding that provoked our collective attention. This is particularly so when Ministry of Education policy prohibits schools from compelling parents to pay fees for outdoor education courses that are part of the curriculum of a school. This article catalogues the questions and quandaries that surfaced from our consideration of outdoor education funding issues, particularly in senior outdoor education in some schools. We speculate about the importance of outdoor educators considering their ‘bottom-lines’ and what learning opportunities are possible if outdoor education experiences are seen to be a ‘right’ of all students.

year: 2017

title: Dispositions, disciplines, and marble runs: a case study of resourcefulness

authors: Carr, Margaret

subjects: computer science

abstract: In this paper, three researchers and two teachers have zoomed in on three 'mid-level' episodes of learning in a childcare centre and analyzed them using two lenses: a dispositional lens and a disciplinary (science) practices lens. We wonder how these two perspectives could be combined, in order to provide a coherent and illuminating analysis of the learning and to have something to say about the transactional and progressive processes towards 'being a competent learner' and 'being a scientist' that might be at work here. We have found the notion of 'resourcefulness' to be a useful boundary object; it works differently in the different lenses, but has core features in common. We look back across three documented learning episodes and teacher reflections from an early childhood centre, and consider ways in which 'resourcefulness' can provide a boundary-crossing concept that has value for discussions about learning across educational sectors.

text: Dispositions, disciplines, and marble runs: a case study of resourcefulness In this paper, three researchers and two teachers have zoomed in on three 'mid-level' episodes of learning in a childcare centre and analyzed them using two lenses: a dispositional lens and a disciplinary (science) practices lens. We wonder how these two perspectives could be combined, in order to provide a coherent and illuminating analysis of the learning and to have something to say about the transactional and progressive processes towards 'being a competent learner' and 'being a scientist' that might be at work here. We have found the notion of 'resourcefulness' to be a useful boundary object; it works differently in the different lenses, but has core features in common. We look back across three documented learning episodes and teacher reflections from an early childhood centre, and consider ways in which 'resourcefulness' can provide a boundary-crossing concept that has value for discussions about learning across educational sectors.

year: 2010

title: Mihi (Foreword)

authors: Tuaupiki, Jackie Whetumarama

abstract: Mihi of Te Kōtihitihi - Ngā Tuhinga Reo Māori Putanga 3

text: Mihi (Foreword) Mihi of Te Kōtihitihi - Ngā Tuhinga Reo Māori Putanga 3

year: 2016