title: Learning in the 21st century: Empowering student-centred practices through curriculum integration

authors: Morgan, Jason

subjects: student-centred

abstract: The New Zealand Curriculum [NZC] provides a framework for schools to design and implement the curriculum at three levels: Nationally, school- wide, and in the classroom (Ministry of Education [MoE], 2007). Through a student-centred approach, which the NZC supports, a culturally-responsive curriculum that integrates subject matter from the learning areas with the ‘front-end’ values and key competencies is advocated, promoting the interests of students, their whānau and communities (Dowden, 2010; Fraser & Paraha, 2002). Curriculum integration [CI] is a curriculum design theory, which values students and the world they live in as the main source of curriculum, and as a result of the democratic teaching pedagogy that underpins this practice, acknowledges students as active collaborators throughout the learning process (Brough, 2008a). When students are positioned as curriculum decision-makers and have their voice heard and valued, equal power relationships can be established, enriching and positively influencing student motivation, achievement, and engagement (Brough, 2012).

As Beane (1995) explains, CI is a fundamental realignment of thinking about the purpose of schools, and the sources and purposes of curriculum and knowledge. When students are actively encouraged to engage with learning experiences relevant to their lives, knowledge is acquired in an organic way and developed through meaningful, real-life purposes. When a school’s curriculum is designed to relate to both students’ and their communities’ needs and interests, students are no longer placed as consumers of information, but rather as producers of knowledge (Boyd, 2013). By integrating powerful learning environments in their classes which values students’ voice and supports active, autonomous and collaborative learning, teachers and students are engaged in open-ended, democratic decision- making around curriculum decisions. This can enable the fostering of confident, connected, actively involved, lifelong learners (Brough, 2008b; MoE, 2007).

The aim of this thesis was to explore how teachers in the primary school, in particular the senior setting of primary schools, are integrating the curriculum to encourage student-centred practices. It is hoped that this study will illuminate potential ways classroom practice can empower student-centred pedagogy and position students at the centre of educational decision-making. It was anticipated this project would contribute to the limited research in this field in both the primary and New Zealand school contexts.

A critical theoretical framework underpinned this study as it naturally aligned with the research question and the project’s aims. A case study methodology was adopted which used a variety of methods, including semi- structured interviews, naturalistic observations, photographs and documentation.

Through this study it was found student-centred curriculum integration can provide a powerful and motivating curriculum framework and pedagogy for learning in the 21st century. Through a pedagogy that is underpinned by democratic principles and practices, students can develop critical and creative thinking skills. These skills empower students to ‘perform’ knowledge across authentic, real-life contexts. This not only prepares students to lead fulfilling and rewarding lives as active participants within society, but promotes emancipatory ideals leading to beneficial outcomes for communities. This study argues how through curriculum integration, teachers can find ways to empower student-centred practices.

text: Learning in the 21st century: Empowering student-centred practices through curriculum integration The New Zealand Curriculum [NZC] provides a framework for schools to design and implement the curriculum at three levels: Nationally, school- wide, and in the classroom (Ministry of Education [MoE], 2007). Through a student-centred approach, which the NZC supports, a culturally-responsive curriculum that integrates subject matter from the learning areas with the ‘front-end’ values and key competencies is advocated, promoting the interests of students, their whānau and communities (Dowden, 2010; Fraser & Paraha, 2002). Curriculum integration [CI] is a curriculum design theory, which values students and the world they live in as the main source of curriculum, and as a result of the democratic teaching pedagogy that underpins this practice, acknowledges students as active collaborators throughout the learning process (Brough, 2008a). When students are positioned as curriculum decision-makers and have their voice heard and valued, equal power relationships can be established, enriching and positively influencing student motivation, achievement, and engagement (Brough, 2012).

As Beane (1995) explains, CI is a fundamental realignment of thinking about the purpose of schools, and the sources and purposes of curriculum and knowledge. When students are actively encouraged to engage with learning experiences relevant to their lives, knowledge is acquired in an organic way and developed through meaningful, real-life purposes. When a school’s curriculum is designed to relate to both students’ and their communities’ needs and interests, students are no longer placed as consumers of information, but rather as producers of knowledge (Boyd, 2013). By integrating powerful learning environments in their classes which values students’ voice and supports active, autonomous and collaborative learning, teachers and students are engaged in open-ended, democratic decision- making around curriculum decisions. This can enable the fostering of confident, connected, actively involved, lifelong learners (Brough, 2008b; MoE, 2007).

The aim of this thesis was to explore how teachers in the primary school, in particular the senior setting of primary schools, are integrating the curriculum to encourage student-centred practices. It is hoped that this study will illuminate potential ways classroom practice can empower student-centred pedagogy and position students at the centre of educational decision-making. It was anticipated this project would contribute to the limited research in this field in both the primary and New Zealand school contexts.

A critical theoretical framework underpinned this study as it naturally aligned with the research question and the project’s aims. A case study methodology was adopted which used a variety of methods, including semi- structured interviews, naturalistic observations, photographs and documentation.

Through this study it was found student-centred curriculum integration can provide a powerful and motivating curriculum framework and pedagogy for learning in the 21st century. Through a pedagogy that is underpinned by democratic principles and practices, students can develop critical and creative thinking skills. These skills empower students to ‘perform’ knowledge across authentic, real-life contexts. This not only prepares students to lead fulfilling and rewarding lives as active participants within society, but promotes emancipatory ideals leading to beneficial outcomes for communities. This study argues how through curriculum integration, teachers can find ways to empower student-centred practices.

year: 2014

title: Introduction to tephra-derived soils and farming, Waikato-Bay of Plenty, North Island, New Zealand. University of Wisconsin-Platteville Education Abroad Program: Winterim Field Trip (15-17 January, 2019).

authors: Lowe, David J.

subjects: tephra

abstract: This tour guide describes the origin of tephras and tephra-derived soils in North Island, New Zealand, including via upbuilding pedogenesis, and their mineralogical and other properties relevant to farming and orcharding in the Waikato-Bay of Plenty regions.

text: Introduction to tephra-derived soils and farming, Waikato-Bay of Plenty, North Island, New Zealand. University of Wisconsin-Platteville Education Abroad Program: Winterim Field Trip (15-17 January, 2019). This tour guide describes the origin of tephras and tephra-derived soils in North Island, New Zealand, including via upbuilding pedogenesis, and their mineralogical and other properties relevant to farming and orcharding in the Waikato-Bay of Plenty regions.

year: 2019

title: The use of functionalised biochar to enhance phosphorus removal in woodchip bioreactors. The integration of mātauranga Māori to enhance the cultural aspects of woodchip bioreactors.

authors: Taoho, Brandon

subjects: Woodchip bioreactor

abstract: Nutrient pollution, resulting from excessive releases of nitrogen (N) and phosphorus (P) into waterways, poses a significant threat to aquatic ecosystems worldwide. Elevated nutrient levels can result in eutrophication, which can have detrimental effects on the health of waterbodies and their biota. Woodchip bioreactors are effective, edge-of-field technologies that can help mitigate nutrient pollution by lowering nutrient concentrations in agricultural drainage systems known to carry leached N and P into waterways. However, one limitation to their design is their ineffectiveness at removing P. The inclusion of functionalised biochar is one potential solution to enhance P removal in woodchip bioreactors. There is a growing need to mitigate nutrient pollution in New Zealand that does not depend on a western-centric perspective only. Integration of mātauranga Māori and western science into the design and operations of a woodchip bioreactor is one approach to incorporate both knowledge systems to the goal of mitigating nutrient pollution. In this dissertation, a column experiment was used to compare the P removal efficiencies of two treatments of functionalised biochar, and one treatment of woodchips when subjected to stream water spiked with P. Subsequently, a single phosphate extraction was done to determine the phosphate absorption capacities of each treatment. The results showed that the two functionalised biochar treatments had the highest efficacy in reducing P concentrations in the P-spiked stream water compared to the woodchip-only treatment. Both treatments also showed higher P absorption, evidenced from the Fe-P/Feox ratio, within the phosphate extraction experiment. A wānanga was organised at Matahuru Marae, Lake Waikare, to share mātauranga Māori on how to culturally enhance woodchip bioreactors from a Te Ao Māori perspective. Participants recommended that native woodchips be incorporated into woodchip bioreactors because of their inherent association to the land and people. Overall, the results implied that functionalised biochar is an effective solution to enhance P removal in woodchip bioreactors due to their biophysical properties to absorb and retain P. Secondly, incorporating native woodchips into woodchip bioreactors systems potentially offers a sustainable and culturally respected alternative to conventional wood chips, aligning with Māori values and tikanga

text: The use of functionalised biochar to enhance phosphorus removal in woodchip bioreactors. The integration of mātauranga Māori to enhance the cultural aspects of woodchip bioreactors. Nutrient pollution, resulting from excessive releases of nitrogen (N) and phosphorus (P) into waterways, poses a significant threat to aquatic ecosystems worldwide. Elevated nutrient levels can result in eutrophication, which can have detrimental effects on the health of waterbodies and their biota. Woodchip bioreactors are effective, edge-of-field technologies that can help mitigate nutrient pollution by lowering nutrient concentrations in agricultural drainage systems known to carry leached N and P into waterways. However, one limitation to their design is their ineffectiveness at removing P. The inclusion of functionalised biochar is one potential solution to enhance P removal in woodchip bioreactors. There is a growing need to mitigate nutrient pollution in New Zealand that does not depend on a western-centric perspective only. Integration of mātauranga Māori and western science into the design and operations of a woodchip bioreactor is one approach to incorporate both knowledge systems to the goal of mitigating nutrient pollution. In this dissertation, a column experiment was used to compare the P removal efficiencies of two treatments of functionalised biochar, and one treatment of woodchips when subjected to stream water spiked with P. Subsequently, a single phosphate extraction was done to determine the phosphate absorption capacities of each treatment. The results showed that the two functionalised biochar treatments had the highest efficacy in reducing P concentrations in the P-spiked stream water compared to the woodchip-only treatment. Both treatments also showed higher P absorption, evidenced from the Fe-P/Feox ratio, within the phosphate extraction experiment. A wānanga was organised at Matahuru Marae, Lake Waikare, to share mātauranga Māori on how to culturally enhance woodchip bioreactors from a Te Ao Māori perspective. Participants recommended that native woodchips be incorporated into woodchip bioreactors because of their inherent association to the land and people. Overall, the results implied that functionalised biochar is an effective solution to enhance P removal in woodchip bioreactors due to their biophysical properties to absorb and retain P. Secondly, incorporating native woodchips into woodchip bioreactors systems potentially offers a sustainable and culturally respected alternative to conventional wood chips, aligning with Māori values and tikanga

year: 2023