Browsing by Supervisor "Cowie, Bronwen"
Now showing items 1-20 of 24
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A culture for science in early childhood education: Where cultures meet cultures
(University of Waikato, 2016)In recent years there has been an increase in literature advocating for and describing early childhood science education; however, little attention has been given to the complex interplay of cultural communities of practice ... -
Agency as dynamic and rhizomatic: An exploration of learner identities in two secondary classrooms
(University of Waikato, 2014)This thesis is premised on “a politics of becoming” (Gowlett, 2013, p. 149), a Deleuzo-Guattarian notion which speaks to social justice research. Rather than a focus on reductionist reformist politics, I explore moments ... -
Cultural diversity and identity discourses in the design and implementation of the New Zealand curriculum key competencies: a Bernsteinian analysis
(The University of Waikato, 2020)The key competencies as a curriculum construct have appeared in several national curricula from the early 2000s. Many have their origins in the Definition and Selection of Key Competencies Project (DeSeCo), commissioned ... -
The development of multiplicative thinking and proportional reasoning: Models of conceptual learning and transfer
(University of Waikato, 2011)This thesis considers the development of multiplicative thinking and proportional reasoning from two perspectives. Firstly, it examines the research literature on progressions in conceptual understanding to create a ... -
Distributed leadership for innovative use of ICT in teaching and learning: Empowerment through culture, capacity and collaboration
(University of Waikato, 2014)The explosion and advancements of information and communication technology (ICT) are shaping the skills and competencies our children will need for their future. School leaders are confronted with the challenge to redesign ... -
Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools
(The University of Waikato, 2020)Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there ... -
Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education.
(University of Waikato, 2011)This study set out to find the views of Samoan teachers on formative assessment and to document any cultural aspects of the fa’aSamoa (or Samoan culture) that could hinder the use of formative assessment in science classrooms. ... -
‘He reka te wai o te hua pango: The darker the berry the sweeter the juice.' The experiences of Māori women in educational leadership in mainstream secondary schools.
(University of Waikato, 2011)Although there has been a growing interest in Māori women in educational leadership, the research base in New Zealand is still limited. This study provides insights into the challenges and experiences of four Māori women ... -
'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom
(University of Waikato, 2014)A change in status for students to position them influentially as educational decision-makers with teachers is identified as a key dimension of student voice research and pedagogy. Despite over 30 years of student voice ... -
Looking in: Mapping representations of teachers' discursive writing practices
(University of Waikato, 2014)Over the past four decades changes in political, social, and educational curriculum policies have created discursive shifts in writing theory and practice. While these policies have historically privileged a particular ... -
Number sense in a secondary school context
(The University of Waikato, 2004)Current mathematics education research in New Zealand is directed at primary school or senior secondary school, in the areas of numeracy, technology innovations, student achievement and teacher professional development. ... -
Positioned as Expert Scientists: Learning science through Mantle-of-the-Expert at years 7/8
(University of Waikato, 2016)This study emerged from concern that students disengage from science at an early age. It investigated whether using the drama-based teaching approach Mantle-of-the-Expert would support students’ interest in and learning ... -
Programme design practice in a polytechnic in Aotearoa/New Zealand: A case for complexity
(University of Waikato, 2011)A programme is an instrument for education. Through educational programmes we help shape our society. Programme design includes decisions on what society finds valuable for people to learn, and how this should be structured ... -
Repositioning teachers and learners in senior science for 21st century learning
(The University of Waikato, 2019)This thesis explores how the turn towards ‘21st century learning’ might influence senior secondary science education in the context of high stakes summative assessment in Aotearoa New Zealand. Significant in the set of ... -
Student-centred curriculum integration in primary schools: Implementing democratic principles and practices
(University of Waikato, 2010)Establishing more inclusive, democratic learning environments for students is receiving renewed attention in today’s educational climate. In New Zealand, the Ministry of Education (2007) advocated that students should be ... -
Summative Assessment Practices of Solomon Islands Year Nine Science Teachers
(University of Waikato, 2014)The aim of this exploratory study was to investigate the perceptions, experiences, and practices of six Solomon Islands secondary science teachers, based on the types of assessment they use in their science classrooms to ... -
Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice
(University of Waikato, 2012)Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing ... -
Teacher Education ICT Appropriation Model TEAM: A Model for ICT Appropriation in Early Childhood Initial Teacher Education
(University of Waikato, 2017)Early childhood initial teacher education programmes are only beginning to use information and communication technology (ICT) as part of their curriculum. There is limited research or practice knowledge about how student ... -
Teacher pedagogy as an act of moral answerability: A self-study of an infant teacher's answerable acts in infant pedagogy in New Zealand ECEC
(The University of Waikato, 2019)Typically, educational research considers how teachers are ethically accountable to learners, their families, teacher colleagues and society as a whole. But this thesis set out to explore the extent to which teachers are ... -
The development of summative assessment literacy: An exploration of the experiences of beginner secondary science teachers in New Zealand
(The University of Waikato, 2017)Summative assessment has been identified as an essential element of effective pedagogy. In the New Zealand context, secondary teachers are responsible for summative assessment within their own classrooms and for summative ...
