title: Review: The nature of wishing

authors: Cheesman, Sue

subjects: dance

abstract: Review of the dance: The Nature of Wishing.

text: Review: The nature of wishing Review of the dance: The Nature of Wishing.

year: 2006

title: Assessment in senior outdoor education: A catalyst for change?

authors: Cosgriff, Marg

subjects: educational evaluation

abstract: In recent times issues of sustainability and place, and human connectedness and care for outdoor environments, have been the subject of increasing professional dialogue in outdoor education in Aotearoa New Zealand. Attention has been drawn to the ways in which traditional, adventure-based conceptualisations of outdoor education shape pedagogical practice in particular ways, potentially obscuring opportunities to explicitly promote student connectedness to, and learning about and for the outdoors. This paper contributes to this evolving dialogue about the greening of outdoor education by specifically targeting assessment in senior school outdoor education. By initially establishing the interdependence of curriculum, pedagogy, and assessment, the potential that assessment has to constrain and/or drive this recent curriculum and pedagogical re-prioritising in outdoor education is made evident. We argue that it is possible for assessment to be a productive engine for student learning about sustainable relationships with the outdoors. Five interconnected catalysts are highlighted as being central to this: (i) the alignment process, (ii) using fresh eyes with current achievement standards, (iii) taking another look at curriculum in relation to assessment, (iv) writing programme-specific assessments, and (v) reflective decision making. These are suggested to be key considerations for outdoor educators for the potential of school-based outdoor education to be fully harnessed.

text: Assessment in senior outdoor education: A catalyst for change? In recent times issues of sustainability and place, and human connectedness and care for outdoor environments, have been the subject of increasing professional dialogue in outdoor education in Aotearoa New Zealand. Attention has been drawn to the ways in which traditional, adventure-based conceptualisations of outdoor education shape pedagogical practice in particular ways, potentially obscuring opportunities to explicitly promote student connectedness to, and learning about and for the outdoors. This paper contributes to this evolving dialogue about the greening of outdoor education by specifically targeting assessment in senior school outdoor education. By initially establishing the interdependence of curriculum, pedagogy, and assessment, the potential that assessment has to constrain and/or drive this recent curriculum and pedagogical re-prioritising in outdoor education is made evident. We argue that it is possible for assessment to be a productive engine for student learning about sustainable relationships with the outdoors. Five interconnected catalysts are highlighted as being central to this: (i) the alignment process, (ii) using fresh eyes with current achievement standards, (iii) taking another look at curriculum in relation to assessment, (iv) writing programme-specific assessments, and (v) reflective decision making. These are suggested to be key considerations for outdoor educators for the potential of school-based outdoor education to be fully harnessed.

year: 2011

title: Policy for Maori: values, assumptions and closing the gap

authors: Levy, Michelle Patricia

subjects: Maori

abstract: This paper looks at the issue of what it is about the way in which policy is developed which
influences whether or not policy meets the needs of Maori. To do this I will focus on one component
of policy making; the role of the values and assumptions of policy makers. Assumptions about the
nature of policy making and the way in which policy can be used to maintain and modify norms and
standards, determine values and define problems are briefly investigated. These issues are
highlighted using the Code of Family and Social Responsibility as an example of the way in which
dominant cultural value bases and assumptions have influenced the way in which policy issues are
framed and presented. The paper concludes by asking why the consideration of the values of policy
makers is important for Maori and how can I, as a Maori policy analyst working within the
Government policy making sector, contribute to the development of policy which is based on Maori
assumptions, realities, values and world views.

text: Policy for Maori: values, assumptions and closing the gap This paper looks at the issue of what it is about the way in which policy is developed which
influences whether or not policy meets the needs of Maori. To do this I will focus on one component
of policy making; the role of the values and assumptions of policy makers. Assumptions about the
nature of policy making and the way in which policy can be used to maintain and modify norms and
standards, determine values and define problems are briefly investigated. These issues are
highlighted using the Code of Family and Social Responsibility as an example of the way in which
dominant cultural value bases and assumptions have influenced the way in which policy issues are
framed and presented. The paper concludes by asking why the consideration of the values of policy
makers is important for Maori and how can I, as a Maori policy analyst working within the
Government policy making sector, contribute to the development of policy which is based on Maori
assumptions, realities, values and world views.

year: 1999