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dc.contributor.authorWhyte, Barbaraen_NZ
dc.contributor.authorDeane, Pennyen_NZ
dc.contributor.editorEarl, Kerryen_NZ
dc.contributor.editorSwanson, Carrieen_NZ
dc.coverage.spatialNew Zealanden_NZ
dc.date.accessioned2017-08-02T21:23:47Z
dc.date.available2017en_NZ
dc.date.available2017-08-02T21:23:47Z
dc.date.issued2017en_NZ
dc.identifier.citationWhyte, B., & Deane, P. (2017). Best intentions: Using convergent practices divergently. Teachers and Curriculum, 17(1), 31–37.en
dc.identifier.issn2382-0349en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/11245
dc.description.abstractSummative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. Combined use means learning destinations are set by teachers within convergent practice, allowing little room for student exploration, curiosity and questions. In contrast, the vision, values and key competencies in the New Zealand Curriculum (NZC) promote teacher action towards more divergent practices that enable multiple opportunities for student input and negotiation. In this article we draw on collaborative observation and teacher reflection, to provide an example of an integrated curriculum approach effectively incorporating summative assessment and explicit teaching within a divergent learning programme, that enhances rather than constrains student learning autonomy.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherTe Kura Toi Tangata Faculty of Educationen_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.subjectSummative assessmenten_NZ
dc.subjectexplicit teachingen_NZ
dc.subjectstudent autonomyen_NZ
dc.subjectintegrated curriculumen_NZ
dc.subjectdivergent practiceen_NZ
dc.titleBest intentions: Using convergent practices divergentlyen_NZ
dc.typeJournal Article
dc.relation.isPartOfTeachers and Curriculumen_NZ
pubs.begin-page31
pubs.elements-id200524
pubs.end-page37
pubs.issue1en_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2018 PBRF
pubs.organisational-group/Waikato/FEDU
pubs.organisational-group/Waikato/FEDU/2018 PBRF - FEDU
pubs.organisational-group/Waikato/FEDU/Te Hononga School of Curriculum and Pedagogy
pubs.publication-statusPublished onlineen_NZ
pubs.volume17en_NZ


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