The power of feedback.

Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability

The challenges of naming a bounded disciplinary body of knowledge for the social sciences has made it difficult to define and clearly articulate ‘what counts’ for disciplinary learning in school curricula. The shift to ‘new’ generic skills with an associated autonomy of curriculum content choice and learner-centred approaches has introduced further challenges for the social sciences. In this paper we consider what transformative disciplinary learning might look like for two core social science subjects in New Zealand – history and social studies. We begin by outlining what we mean by transformative disciplinary learning in history and social studies. Drawing on two indepth classroom-based studies, we then examine the strategies, practices and processes that supported or undermined transformative disciplinary learning in history and social studies. In the absence of prescribed content, both subjects relied strongly on procedural approaches (historical and social inquiry processes) which helped to sustain some coherency and disciplinary learning. However, poor topic choice meant that students often missed out on in-depth knowledge and/or opportunities for effective and transformative citizenship engagement. We conclude by highlighting the importance of content selection if students are to widen their horizons and experience transformative disciplinary learning in history and social studies.

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Transformative disciplinary learning in history and social studies: Lessons from a high autonomy curriculum in New Zealand

The aim of this paper is to contribute to the debate about the phenomenon known in Aotearoa New Zealand as twenty-first Century Learning In recent additions to the local literature Hirschman and Wood (2018) have noted a lack of critical engagement with this narrative which is fast becoming normalised in New Zealand, and Lourie (2020) has shown how and why twenty-first century skills and competencies have been increasingly emphasised over traditional forms of knowledge In responding to this literature I identify a number of problems with the narrative but my key purpose is to engage with what I regard as the deeper and more fundamental problem—a lack of ‘knowledge about knowledge’ I use Young and Muller’s (2010) 3 Futures scenarios to create a context from which to critique this knowledge gap and its contagion effects in the use of ‘big ideas’ in the current review of the National Certificate of Education Achievement I argue that epistemically structured knowledge is our main resource for deep learning and that equitable access to this form of knowledge is a social justice issue A more epistemologically informed approach to the changes currently being promoted in New Zealand education is required to mitigate the effects of epistemologically weak curriculum making encouraged by the twenty-first learning narrative

Twenty-First Century Learning and the Case for More Knowledge About Knowledge

Set in Aotearoa New Zealand, this examination of “Pasifika” education as an inter-cultural event discusses what students from the Pacific diaspora say about educational success. Against a backdrop of literature that pays attention to teacher-student relationships, achievement targets, and peer relationships, the article uses Pacific concepts to theorise the dynamics between individuals, “brotherhood” groups, and success. It suggests that teachers and institutions might respond better in intercultural situations by “looking backwards to walk forwards.”

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“They Always Have My Back: A Strengths-Based Approach to Understanding the Value(s) of Pasifika Brotherhoods in Education in Aotearoa New Zealand

The New Zealand education system is recognised internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low socio-economic status (SES) schools in which there is an over-representation of Māori and Pasifika students, and students in more affluent communities. In this paper, we present the findings of a study that explored the participation and achievement rates of secondary school students in selected literacy standards, and used classroom observations to record practices and resources used in literacy teaching. Our findings show the extent to which unequal opportunities to learn (OTLs) for Māori and Pasifika and other students from low SES communities exist at the systems level as well as at the level of classroom instructional offerings. We discuss the factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for al...

Irena Madjar

Papers

Opportunity to learn about disciplinary literacy in senior secondary English classrooms in New Zealand