Showing papers in "Waikato Journal of Education in 2018"
TL;DR: In this article, a Pasifika doctoral student and researcher navigating in a post-truth era presents various tensions of a Papanikolaou doctoral student navigating Papanika research in a Post-critical autoethnographic approach.
Abstract: Utilising a post-critical autoethnographic approach, this article presents various tensions of a Pasifika doctoral student and researcher navigating Pasifika research in a post-truth era. Pacific researchers have documented the sacredness and ontological positioning of how Pacific wisdom(s) and knowledge are understood. This article challenges the teleological nature of the value-based practice fostered within Pasifika methodologies through evoking the ontological question of ‘being’. Key questions are posed and are used as provocations to reconsider the influence of post-truth in philosophy itself and to use these initiatives to reconceptualise engagement ‘in-and-with’ Pasifika education research. These questions are: What is post-truth? How are the ethics of knowledge production influenced in a post-truth era? How can post-truth in Pasifika education research be contested through engagement with Pacific indigenous wisdom? Can evoking the concept of ‘being’ create opportunities to reconceptualise engagement in-and-with Indigenous knowledge and wisdom?
12 citations
TL;DR: In this paper, the focus is shifted to an examination of acts which can care for the state of the relationship itself, which is framed through va, a concept of Pacific origin.
Abstract: The quality of relationships has been identified as a significant factor in Pasifika education. Pasifika education refers to students who have links with Pacific Islands, who are at schools in Aotearoa New Zealand. In the past, attention has been given to the type of person who can successfully create relationships as a teacher of Pasifika students. In this article, the focus is shifted to an examination of acts which can care for the state of the relationship itself. This is framed through va , a concept of Pacific origin. Va holds that relational spaces exist between people and entities which, under the ethic teu le va, require care to reach an ideal state. A dialogue between previous literature and the original research (data gathered from Pasifika students through interview and talanoa ), provides a ground for discussing some aspects of va and the ways in which these can be cared for in teacher-learner relationships in Pasifika education. Through a Pacific lens, successful teachers of Pasifika students are those able to meet or to learn to meet, cultural expectations rather than simply those immutably gifted with a certain personality type. This understanding opens the possibility of cultivating relationships which can enhance Pasifika student success by grounding this understanding in conceptual language based on Pasifika thinking. In this way, an individualistic reading of Pasifika education is countered by a relational focus consistent with va.
12 citations
TL;DR: The authors explored successful Tongan students' experiences and views of their secondary schooling experience in Aotearoa New Zealand, Tonga and at university-level science studies level in New Zealand.
Abstract: As a non-indigenous science educator, I have embraced the idea of critical reflexive practice in order to be more responsive to the cultures and values of my Pasifika students and to become more inclusive of their indigenous knowledges. In this article I share three ways I have negotiated the incorporation of Pasifika values and knowledge into my teaching, based on my doctoral journey. This work is still in progress. My research uses both Grounded Theory and Pasifika (particularly Tongan) methodologies to explore successful Tongan stu dents’ experiences and views of their secondary schooling experience in Aotearoa New Zealand, Tonga and at university-level science studies level in New Zealand. Three examples show how data from my study has shaped my teaching practice. I contend that in order to improve the quality and equity of university science teaching, it makes sense to utilise the culture of students who are struggling in a system dominated by a different worldview.
11 citations
TL;DR: In this article, a small study of Solomon Islands high school (Year 12) students' beliefs and attitudes about their mathematics learning was conducted, and it was found that factors associated with an individual student's knowledge of the subject and their classroom experience, as well as the attitudes of their teachers and peers, had a negative and positive impact on what students knew and how they thought about their learning.
Abstract: Currently, the educational system in the Solomon Islands faces tremendous challenges, including how to develop student skills and interest in subjects such as mathematics. The attitudes and beliefs of Pacific and non-Pacific students can impact on their mathematics learning and performance. This paper focuses on the educational implications of this dimension. It reports on a small study of Solomon Islands high school (Year 12) students’ beliefs and attitudes about their mathematics learning. This study found that factors associated with ind ividual student’s knowledge of the subject and their classroom experience, as well as the attitudes of their teachers and peers, had a negative and positive impact on what students knew and how they thought about their mathematics learning. It is suggested that mathematics teachers may need to review, reflect and re-examine their teaching practices, and to seek new approaches to improving the teaching and learning of mathematics so as to foster the development of students’ positive mathematical beliefs. Som e ideas for a way forward are suggested.
4 citations
TL;DR: In this paper, the authors examined the ways that 10-year-old students using Scratch for coding engaged with mathematical ideas and found that mathematical thinking, including geometry and problem-solving processes, was also facilitated through this process.
Abstract: This paper reports on a research project that examined the ways that 10-year-old students using Scratch for coding engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch , a free-to-use graphical programing environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach to the analysis was undertaken, using a contemporary hermeneutic theoretical frame that sees insight and understanding emerge from engaging with phenomena from underlying perspectives, with interpreting and reflecting on output from that engagement leading to changes in perspective. Re-engaging with the phenomena from these fresh perspectives, hence initiates an iterative process that leads to the emerging understanding of the situation. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was also facilitated through this process.
4 citations
TL;DR: The revised Technology Curriculum for years 1 - 13 now includes two Digital Technologies areas: "computational thinking for digital technologies" and "designing and developing digital outcomes" as mentioned in this paper.
Abstract: The revised Technology Curriculum for years 1 - 13 now includes two Digital Technologies areas: ‘computational thinking for Digital Technologies’ and ‘designing and developing digital outcomes’. By 2020, all schools are expected to address these curriculum additions. This article outlines some of the background stated purposes for introducing this curriculum addition. I also examine some of the challenges including teacher readiness and resourcing, professional development and some resources to accompany the changes. The article also discusses how curriculum integration, including the use of authentic contexts, and the use of ‘unplugged’ resources might alleviate some potential challenges.
4 citations
TL;DR: In this article, a research methodology that is closely related in many ways to talanoa is introduced. But it is not a traditional cultural practice and it explains its use as a methodology.
Abstract: A number of researchers have done extensive work on ontologies, epistemologies and pedagogies in relation to Pasifika research, but little on methodologies. Vaioleti describes talanoa as a phenomenological research approach which is ecological, oral and in teractive. Halapua’s article Talanoa Process: The Case of Fiji (2008) emphasises talanoa as a potential model for conflict resolution following Fiji’s coup in the year 2000. Recently, talanoa as a research methodology has become widely used in the Pacific research arena. It has been defined by scholars as creating meaning out of nothing or simply to talk, gossip, share or chat about nothing. ‘Talaloto’ – a research methodology that I introduce and outline in this article is closely related in many ways to talanoa. While talanoa is the co-construction of knowledge/ideas by two or more people, t alaloto is a person’s testimony of constructed knowledge or lived experiences. There is a scarcity of information on this traditional practice yet like talanoa it is rooted in Tongan oral tradition. This paper foregrounds talaloto as a traditional cultural practice and it explains its use as a research methodology. It is hoped that more researchers will consider using this method in the future, recognising its place within Pasifika methodologies and its ability to generate rich and authentic data.
4 citations
TL;DR: In this article, the authors focus on the use of home languages as a resource for Pasifika students who are learning about statistical methods and find that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classroom.
Abstract: This paper focuses on the use of home languages as a resource for Pasifika students who are learning about statistical methods. It is acknowledged that there are connections between language use and mathematics in mathematics learning and teaching, and the potential challenges this issue can pose have been investigated by researchers. Yet how the challenges of the use of home language versus teaching language might be overcome in statistics classrooms, where language is even more important as a medium of instruction, has received very little scrutiny. This article reports on research carried out in three New Zealand largely Pasifika dominated Year-12 classes. Data was collected from audio recordings of student group discussions and teacher reflections while students were carrying out an investigation of existing datasets. Findings from the teacher reflection aspect of the study indicate that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classroom. Some strategies to incorporate students home language in their learning worked better than others. However, more in-depth research is needed to explore language issues and the barriers they might present in statistics education.
3 citations
TL;DR: The authors developed an analytic framework or tool for identifying dialogic practices that are informed by Pacific ways of knowing or orientations, including language practices to progress that reconciliation and foreground culturally validated language acts based on talanoa dimensions and weave across these dimensions key dialogic principles that are research based.
Abstract: Dialogic approaches are promising vehicles for effective pedagogy, providing opportunities for students to talk about learning; build on and sustain individual and collective identities, and; advance thinking and understanding in ways that support enhanced achievement. Whilst this is an idealised view of talk in classrooms, international literature provides evidence that suggests teachers struggle to shift practice toward dialogic pedagogy. From a national perspective, a more pressing issue given the nature of this study is to reconcile international views of dialogic pedagogy with a Pacific worldview. This article reports on the process of developing an analytic framework or tool for identifying ‘dialogic’ practices that are informed by Pacific ways of knowing or orientations, including language practices to progress that reconciliation. The reconceptualised ‘Pacific Dialogic Indicator Tool’(PDIT) will foreground culturally validated language acts based on talanoa dimensions and weave across these dimensions key dialogic principles that are research-based.
3 citations
TL;DR: The Technology Learning Area statement in the New Zealand Curriculum has been recently reviewed to prioritise Digital Technology as a context for learning (Ministry of Education (MoE), 2007, 2017a).
Abstract: The Technology Learning Area statement in the New Zealand Curriculum has been recently reviewed to prioritise Digital Technology as a context for learning (Ministry of Education (MoE), 2007, 2017a). The emphasis provides the opportunity for teachers of technology education to guide learning in a future-focused manner, whilst also accommodating their students’ social and academic needs. Four potential school-based responses are proposed, which are asserted as being likely to emerge from this recent change. Findings from a qualitative research project inform discussion about how secondary technology teachers’ perceptions and interpretation of the Technology Learning Area curriculum statement can have an impact on their practices. The implications are discussed in relation to how teachers’ practice can be affected by the discourse within which they teach, and to assert that a personalised approach to professional learning is necessary to enable a future-focused Technology Learning Area curriculum.
2 citations
TL;DR: In this article, the outcomes of a chemistry MOOC, delivered on two occasions through the FutureLearn platform, are explored, including the expectations of potential participants, course facilitation, and the importance of having a strong presence on the forums and the tutor having a "face".
Abstract: This study explores the outcomes of a chemistry MOOC, delivered on two occasions through the FutureLearn platform. Learner background and course feedback, including managing the expectations of potential participants, course facilitation, and the importance of having a strong presence on the forums and the tutor having a ‘face’ is explored. The findings will be especially relevant to practitioners interested in learning more about how MOOCs could contribute to a university strategy for internationalisation, widening participation and public engagement. It adds to the growing literature on an educator’s experience, providing an insight into the rewards and challenges of teaching in MOOCs, and aims to encourage and support other higher education providers considering developing related online courses.
TL;DR: Abella et al. as discussed by the authors examined the pedagogical practices of three Pacific teachers working in the public secondary school system in New Zealand and reported on one case study from this investigation into how Pacific teachers' classroom teaching and learning practice approaches can add value to students' learning.
Abstract: Since teachers are one of the most important resources that can effect change and affect student achievement in any classroom, it is important to explore and understand how teachers operate inside the classroom. In her Ph.D. study the author examined the pedagogical practices of three Pacific teachers working in the public secondary school system in New Zealand. Data were collected through classroom observation, individual talanoa with participant teachers, physical artefacts such as audio- visual recordings and examination of related documents such as school publications (Abella, 2016). This article reports on one case study from this investigation into how Pacific teachers’ classroom teaching and learning practice approaches can add value to students ’ learning. The results of this case study example suggest that specific tangible aspects or artefacts for learning, and intangible aspects or appreciative mediation for learning, are both involved in improving student learning and outcomes. However, other factors related to the social support system and the structural regulation of the school system affect the implementation of Pacific teachers’ pedagogy in cultural minority classrooms with Pacific and migrant children in particular.
TL;DR: In this article, the authors investigated the potential of using Appreciative Inquiry for exploring the development of three beginning science teachers in the Solomon Islands and found that teachers felt they had strengths in knowledge bases relating to planning and teaching generally, and to teaching and learning science specifically.
Abstract: This paper reports on a study that investigated the potential of using Appreciative Inquiry for exploring the development of three beginning science teachers in the Solomon Islands. Using the four phases of an Appreciative Inquiry framework, the teachers followed a process that allowed their strengths to be identified through the analysis of their stories of best-taught lessons. The findings indicate that the teachers felt they had strengths in knowledge bases relating to planning and teaching generally, and to teaching and learning science specifically. The teachers were able to identify and suggest actions for sustaining and developing their identified strengths. Involvement in the Appreciative Inquiry process allowed the teachers to speak positively, affirming their practice, and gave them agency in planning for future professional learning. This study adds to the sparse literature on beginning science teachers’ strengths, in a Pacific context. This research suggests that through using an Appreciative Inquiry framework, beginning science teachers can be given the opportunity to identify strengths and positive elements of their teaching of science, and plan action to build on these strengths .
TL;DR: In this article, the authors provide a link to the license and indicate if changes were made, but not in any way that suggests the licensor endorses you or your use.
Abstract: Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/ Authors retain copyright of their publications. Author and users are free to: • Share—copy and redistribute the material in any medium or format • Adapt—remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. • Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use • NonCommercial—You may not use the material for commercial purposes. • ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
TL;DR: This article explored in-service primary teachers' knowledge of fraction division using division tasks and found that most primary teachers lacked a sound conceptual understanding of fraction-division and only two out of the five teachers showed signs of developing a conceptual understanding.
Abstract: Knowledge that teachers bring to the teaching context is one of the key factors in discussions about mathematics teaching. This study aimed to explore in-service primary teachers’ knowledge of fraction division using division tasks. The first phase of the study examined fifty-one primary in-service teachers’ written responses to division items. This sample of teachers represented seven different countries in the South Pacific region. The second phase of the study used focus group discussions with a smaller sample of teachers, to provide an in-depth analysis of teachers’ knowledge of fraction division. The results from phase one indicated that the in-service teachers lacked a sound conceptual understanding of fraction division. In the second phase of the study, however, two out of the five teachers showed signs of developing a conceptual understanding of fraction division. This has implications for teacher professional learning and development.
TL;DR: In this paper, a group of students learning online, psychologically process assessment feedback, and the psychological loss arising from the removal of a psychological attachment to a grade aspiration is theorised.
Abstract: Identifying how students can manage the psychological complexity of receiving assessment feedback is important to gain maximum learning and for teachers to facilitate empowering online learning environments. This study discursively explores how a group of students learning online, psychologically process assessment feedback. Data comprised 29 posts from a student-initiated asynchronous discussion in a first-year undergraduate online distance psychology course. Posts centre around different ways of managing loss over lower-than-expected assessment feedback involving three repertoires: distress, discord and review; facing the difficulties; and ways forward comprising three resources: acknowledgement and solutions, lessons learnt, and accommodating challenges. The psychological loss arising from the removal of a psychological attachment to a grade aspiration is theorised. Findings show how students’ discourse functioned to (legitimately) challenge the teacher’s power while also creating constructive solutions for moving forward including exercising agency over one’s online learning. Teaching strategies for managing the psychology of receiving assessment feedback online are shared.
TL;DR: This dissertation aims to provide a history of web exceptionalism from 1989 to 2002, a period chosen in order to explore its roots as well as specific cases up to and including the year in which descriptions of “Web 2.0” began to circulate.
Abstract: Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/ Authors retain copyright of their publications. Author and users are free to: • Share—copy and redistribute the material in any medium or format • Adapt—remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. • Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use • NonCommercial—You may not use the material for commercial purposes. • ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
TL;DR: In this paper, the authors address the pedagogy and practice of tertiary learning, and in particular it asks, How is there a need for culturally responsive digital learning? Research shows that worldwide there is established classroom content being delivered through shifting, digitally-infused curriculum.
Abstract: This paper addresses the pedagogy and practice of tertiary learning, and in particular it asks, How is there a need for culturally responsive digital learning? Research shows that worldwide there is established classroom content being delivered through shifting, digitally-infused curriculum. Looking from the New Zealand tertiary perspective, populated by an increasing number of diverse student cultural cohorts (particularly due to international education marketing and strategies), examined here are the ways in which online, participatory structures work to engage all learners. Considered is how common spaces in the digital platforms available for educational purposes can be seen to embody a common culture. Research informing this article comes from two studies I have undertaken. The first is a practical inquiry of the use of online spaces in the ‘global classroom’ (a concept defined in this case as including the worldwide web of information alongside an institution’s role to educate within a multinational, multicultural population). The second is a qualitative look into how educators discovered effective learning practices for international students in particular, based upon a study that included educator interviews at one tertiary institute. Merging data from both studies found how incorporating digital learning through the now-familiar online spaces requires culturally responsive consideration. This paper is meant to provide some improved insight for all educators looking to answer the initial question posed.