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dc.contributor.authorLocke, Terry
dc.date.accessioned2012-04-17T22:19:02Z
dc.date.available2012-04-17T22:19:02Z
dc.date.issued2005
dc.identifier.citationLocke, T. (2005). Talking across the divide: English teachers respond to the NCEA. Waikato Journal of Education, 11(2), 113-136.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6216
dc.description.abstractThe implementation of the National Certificate of Educational Achievement as a single, senior secondary school qualification in New Zealand has been a fraught process marked by a good deal of acrimonious debate. This article reports on a research project that brought together two groups of secondary English teachers, one self-described as in favour of the NCEA and one as opposed to it. Both groups were invited to describe aspects of their practice, share their views on aspects of the NCEA and engage in a focus group where they explored these views with other teachers. Certain predictable trends were found in the responses of both groups but there was also an interesting degree of convergence. On the basis of this convergence, a possible way forward for reform of the NCEA is suggested.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://edlinked.soe.waikato.ac.nz/research/journal/index.php?id=8en_NZ
dc.rights© 2005 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectEnglishen_NZ
dc.subjectassessment reformen_NZ
dc.subjectqualificationsen_NZ
dc.subjectNCEAen_NZ
dc.titleTalking across the divide: English teachers respond to the NCEA.en_NZ
dc.typeJournal Articleen_NZ


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