Search results for: New Zealand
Page 7/7 64 items
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources revealed a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development.
Updated: Jan. 15, 2009
Developing and Sustaining Open Communication in Action Research Initiatives: A Response to Kemmis (2006)
This article explores the implications of Stephen Kemmis' call for open communication, with reference to results from one study conducted within New Zealand that investigated teachers' action research work from multiple and culturally diverse perspectives. Data analysis from this study revealed a number of barriers to maintaining critical, public dialogue and collective inquiry.
Updated: Oct. 05, 2008
The article describes a qualitative and quantitative studies regarding practicum in New Zealand. This research interprets data from a beginning teacher survey to examine school-level variation within the semi-structured national guidelines for induction programs. A discussion of survey design and distribution, pedagogical practices reported in New Zealand induction are reviewed. Interesting patterns surfaced regarding mid-year entrants and older beginning teachers in their second year of practicum studies.
Updated: Sep. 21, 2008
School improvement, pre-service teacher education and the construction of social networks in New Zealand and England
The article examines the issue of networking and knowledge transfer as ways to facilitate school improvement. The networking idea is based the economic concept of the formation of social relationships between individuals, based on collaboration, spreading best practice, and driving innovation.
Updated: Dec. 31, 2007