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      Embracing innovation and gaining ‘ownership’ of the social studies exemplars: A classroom based study

      Ramsbottom, Rosamund
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      Ramsbottom, R. (2007). Embracing innovation and gaining ‘ownership’ of the social studies exemplars: A classroom based study (Thesis, Master of Education (MEd)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2318
      Permanent Research Commons link: https://hdl.handle.net/10289/2318
      Abstract
      This research supports the on-going national research that has accompanied the

      development and implementation of the New Zealand Ministry of Education's social

      studies curriculum exemplars (2004). A social studies exemplar is a sample of authentic

      student work annotated to illustrate learning, achievement and quality in relation to levels 1-

      5 of Social Studies in the New Zealand Curriculum (SSNZC, 1997). The aim of the research

      was to support teachers to implement the social studies curriculum exemplars in informed

      ways by encouraging and promoting the use of the social studies exemplars as models of

      quality social studies teaching. This small scale qualitative research was undertaken by a

      syndicate of four Years 5/6 teachers and the researcher. The four primary teachers assumed

      roles of teacher-researchers and worked together collegially with the researcher within a

      community of practice to co-construct the research process. The research involved

      incorporating aspects of the exemplars into their social studies programmes during 2006.

      The community of practice engaged in regular collegial conversations relating to the

      exemplars. Three of these narratives were taped semi-structured conversations captured in

      situ. Transcripts of student-teacher conversations were collected, analysed and commented

      upon to provide some information about student learning outcomes in relation to the

      exemplars.

      The notion of reciprocity underpinned this research, since it involved the researcher being

      willing to contribute to the research in return for the teachers' time and involvement in the

      study. The support and guidance provided by the researcher was provided as an outcome of

      her experience in teaching social studies for the School of Education.

      The research takes into account contemporary ideas about learning and teaching theory, as

      well as the nature of social studies pedagogy. It examines the implications of sociocultural

      processes for learning with its emphasis on interaction and collaborative learning

      iv

      environments. The research context and the methodology were informed by new

      understandings about the empowerment of teachers implementing their own professional

      development and conducting research into their own practice.

      This research makes a contribution to the field of social studies curriculum and wider

      professional contexts by informing pre-service teachers' understandings of the intent and

      use of the New Zealand Ministry of Education's social studies curriculum exemplars.

      Additionally, it supports in-service social studies professional development, illustrates

      processes around communities of practice and exemplifies social studies pedagogy.
      Date
      2007
      Type
      Thesis
      Degree Name
      Master of Education (MEd)
      Publisher
      The University of Waikato
      Rights
      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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      • Masters Degree Theses [2383]
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