Showing papers in "Waikato Journal of Education in 2020"
TL;DR: The flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programs as discussed by the authors, and the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning.
Abstract: Flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programmes. This literature review aims to critically examine empirical published work (from 2012 to 2019) which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach, this stress can be reduced.
9 citations
TL;DR: In this paper, the authors investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijians (Years 11-13; approximately 15-18 years of age).
Abstract: In order to investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijian students (Years 11–13; approximately 15–18 years of age). Students generally had a positive attitude towards science overall in Years 11–13, with females showing a more positive attitude than males. By Year 13, the attitudes of females towards science had become more negative. The attitude of iTaukei students towards science started out lower than other ethnicities in Year 11 and increased during Year 12, before falling to below the starting attitude levels in Year 13. Fijian students of Indian descent generally had a positive attitude towards science that remained consistent throughout Years 11–13, with an increase in leisure and career interest in science in Year 13. A strong correlation was found between the ethnicity of a student and their first language. Continued science outreach programmes, particularly in Year 12, are important to achieve and retain scientific interest and attitudes among Fijian secondary students.
8 citations
TL;DR: In this paper, the effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different, and it was revealed that the fluent reading and reading comprehension skills for primary school 4th grade students with Turkish mother tongue are generally higher than those whose mother language is Kurdish.
Abstract: The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.
6 citations
TL;DR: In this article, the authors presented a drama-maths unit to gain student engagement in mathematics through a dramatic framework, and found that three distinct elements appear crucial to engaging students: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration.
Abstract: Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman & Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson & Anderson, 2017). Focusing upon the activation of students’ creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity. We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee—a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.
5 citations
TL;DR: In this article, the use of a culturally specific Tongan Toungāue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education is explored. But, the focus is not on the students' academic success, but on their sociocultural context which involves their pule‘anga (bureaucracy), famili/kāinga (family), siasi (church) and fonua (country) relationships.
Abstract: Cooperative Pedagogy specific to Tongans can enhance students’ academic success in New Zealand’s tertiary education. Tongan students’ success depends on teachers’ recognition and understanding of Tongan students’ sociocultural context which involves their pule‘anga (bureaucracy), famili/kāinga (family), siasi (church) and fonua (country) relationships. Tongan students should not be treated within the Pacific groupings because ‘Pacific’ is a term of convenience for peoples who originate from different countries in the Pacific region whose cultures are uniquely different from one another. The term ‘Pacific’ tends to make these students live in the shadow of being treated as if they have the same needs in the classroom. The culturally specific needs of Pacific students are obscured by the assumption that they are homogenous. Academics and educational authorities in New Zealand need to recognise the importance of Pacific students’ culturally specific needs in their educational environments to move towards solving the problems of underachievement. This article explores the use of a culturally specific Tongan Toungāue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education. Toungāue Cooperative Pedagogy is rooted in Tongan students’ sociocultural context which is at the heart of the Tongan society. More importantly, this proposed Toungāue Cooperative Pedagogy is transferable and could also be beneficial to other Pacific and Indigenous cultures.
5 citations
TL;DR: It is found that pre-service teachers find both peer and lecturer feedback useful in terms of identifying their strengths and weaknesses as well as providing incentives for improvement when engaged in self-evaluation.
Abstract: Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a microteaching setting. Using 20 pre-service teachers’ postmicroteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their own MT. The findings indicate that pre-service teachers find both peer and lecturer feedback useful in terms of identifying their strengths and weaknesses as well as providing incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on selfknowledge. The findings reaffirm the importance of peer and self-evaluation in teacher education.
4 citations
TL;DR: This paper reviewed educational research in New Zealand over the past 100 years as a background to current policy and practice, and identified recurring issues which continue to face the educational research community and identified a series of landmarks over the century, the changing contexts and the assumptions which underlay them.
Abstract: The field of educational research is broad and changes form over time and space. This article reviews educational research in New Zealand over the past 100 years as a background to current policy and practice. It describes a series of landmarks over the century, the changing contexts and the assumptions which underlay them and identifies recurring issues which continue to face the educational research community.
3 citations
TL;DR: In this paper, the reflections on gathering data from the home country via distance while living and studying in New Zealand were explored and strengthened the idea that data collection via distance could be a viable solution in circumstances where face-to-face data collection may not be an option.
Abstract: The article documents the reflections on gathering data from the home country via distance while living and studying in New Zealand These reflections strengthen the idea that data collection via distance could be a viable solution in circumstances where face-to-face data collection may not be an option Three threads: negotiations, insider advantage of establishing relationships, and support systems to facilitate patterns of communication are elaborated to discuss challenges and strategies adopted to mitigate the challenges The growing popularity and access to video-conferencing technologies indicate broader usability of such technologies to conduct data collection This article has implications for new researchers or doctoral students who intend to collect data from home countries, especially in times of border closures due to Covid-19 © 2020, Wilf Malcolm Institute of Educational Research All rights reserved
2 citations
TL;DR: In this article, the authors highlight the reflections of the researcher while conducting videoconferencing interviews as a part of his doctoral research project and draw some inferences based on recent literature and two videoconference interviews conducted with the doctoral students via Zoom.
Abstract: This research note aimed to highlight the reflections of the researcher while conducting videoconferencing interviews as a part of his doctoral research project. The researcher drew some inferences based on recent literature and two videoconferencing interviews conducted with the doctoral students via Zoom. It was a crucial experience to deal with the recruitment of research participants, building rapport/understanding, especially with the female participant, exchanging nonverbal cues between researcher and participants, considering socio-cultural aspects of the participants, writing the interview summaries and getting them reviewed by the participants. Moreover, technological aspects were also considered important like having a PC, laptop or android of good condition with consistent internet connectivity, appropriate software (Zoom) and recording of the interviews, backup of the recordings, making sure electricity and other equipment essential for videoconferencing interviews was available. Besides, reviewing the order of questions and time for the research interviews is also important for videoconferencing interviews. The researcher believes that it might be possible to increase the trustworthiness of the videoconferencing interviews by considering all these aspects.
2 citations
TL;DR: In this article, the authors explore how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.
Abstract: The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning.
The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.
1 citations
TL;DR: The authors explored tensions between compliance with the bounds of formal ethical approval and further research opportunities that may arise in the field of one's home country while studying a PhD enrolled in New Zealand.
Abstract: Prior to the COVID-19 pandemic, Chinese students studying in doctoral and postgraduate programmes outside of China numbered over 600,000 (2017) A number of these students may return to China to gather data This article explores tensions between compliance with the bounds of formal ethical approval and further research opportunities that may arise in the field of one’s home country while studying a PhD enrolled in New Zealand It also reports on negotiation in approaches between sociocultural contexts of doctoral study in New Zealand and data gathering in China by acknowledging the tensions using two decision-making experiences in one Chinese doctoral scholar’s journey of collecting data ‘at home’ One is the negotiation of the ethics of situations and the other is how combined reflective journaling and timely supervisor feedback supported researcher decision-making Some recommendations to new researchers who are going to collect data from their home country are shared © 2020, Wilf Malcolm Institute of Educational Research All rights reserved
TL;DR: In this article, the authors highlight the diverse experiences of three Pacific researchers taking into consideration heritage connections, socio-cultural backgrounds and research contexts, and use talanoa as a method of engagement, reflexivity, and sharing of their experiences with Tongan, Samoan and Fijian communities.
Abstract: The move to focus on Pacific indigenous research methodologies and methods is a complex yet ongoing experience for researchers of Pacific heritage. The relational positionalities of Pacific researchers allow a move away from a dual or binary perspective of one’s research responsibilities to a more fluid understanding of what it means to do research by, for, with Pacific communities. This paper highlights the diverse experiences of three Pacific researchers taking into consideration heritage connections, socio-cultural backgrounds and research contexts. We utilise talanoa as a method of engagement, reflexivity, and sharing of our experiences with Tongan, Samoan and Fijian communities. We argue that talanoa as a Pacific research method enables the diverse layers of experiences that take into particular consideration our connections to land, people and knowledges in the diaspora.
TL;DR: In this paper, the authors retell the story of a researcher from the time she prepared for the data-gathering in her home country, to the time her was in the field, in her own words, are reflections on how she utilized the advantages of being an insider to the studied context.
Abstract: This article retells the story of a researcher from the time she prepared for the data-gathering in her home country, to the time she was in the field. The story, in her own words, are reflections on how she utilised the advantages of being an insider to the studied context. The lessons illustrated by the researcher in this article may help other international postgraduate students studying in New Zealand—as well as their PhD supervisors—understand some of the multiple factors that affect the PhD students’ study, and how each PhD student may negotiate and adjust to accomplish their mission to gather data in their home country while enrolled in an overseas university.