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University of Auckland - Current Issues in Education

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today?
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported?
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education Decolonising Education

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives. An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education Decolonising Education Schooling Ethnic Diversity

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives. An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives. A critical examination of research on ethnic diversity in New Zealand schools. The course discusses equity, ‘race', ethnicity, biculturalism, ‘multicultural education', equal opportunity, and other theories, structures and strategies developed in New Zealand and overseas in response to ethnic diversity.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education Decolonising Education Schooling Ethnic Diversity Education and Social Justice

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives. An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives. A critical examination of research on ethnic diversity in New Zealand schools. The course discusses equity, ‘race', ethnicity, biculturalism, ‘multicultural education', equal opportunity, and other theories, structures and strategies developed in New Zealand and overseas in response to ethnic diversity. Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education Decolonising Education Schooling Ethnic Diversity Education and Social Justice Child Development

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives. An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives. A critical examination of research on ethnic diversity in New Zealand schools. The course discusses equity, ‘race', ethnicity, biculturalism, ‘multicultural education', equal opportunity, and other theories, structures and strategies developed in New Zealand and overseas in response to ethnic diversity. Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education. A study of key issues in development, with a focus on early and middle childhood. Topics include family, peer, cultural, and media influences on typical and atypical development.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education Decolonising Education Schooling Ethnic Diversity Education and Social Justice Child Development Educational Psychology

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives. An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives. A critical examination of research on ethnic diversity in New Zealand schools. The course discusses equity, ‘race', ethnicity, biculturalism, ‘multicultural education', equal opportunity, and other theories, structures and strategies developed in New Zealand and overseas in response to ethnic diversity. Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education. A study of key issues in development, with a focus on early and middle childhood. Topics include family, peer, cultural, and media influences on typical and atypical development. An introduction to new ways of thinking about learning in educational settings: how students can develop their learning abilities, be more strategic in their learning, and increase their motivation. These questions and themes can be applied to educational, family and work settings, and to students with different learning needs. A foundation to advanced courses in psychological studies in education.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education Decolonising Education Schooling Ethnic Diversity Education and Social Justice Child Development Educational Psychology Assessment and Evaluation in Education

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives. An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives. A critical examination of research on ethnic diversity in New Zealand schools. The course discusses equity, ‘race', ethnicity, biculturalism, ‘multicultural education', equal opportunity, and other theories, structures and strategies developed in New Zealand and overseas in response to ethnic diversity. Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education. A study of key issues in development, with a focus on early and middle childhood. Topics include family, peer, cultural, and media influences on typical and atypical development. An introduction to new ways of thinking about learning in educational settings: how students can develop their learning abilities, be more strategic in their learning, and increase their motivation. These questions and themes can be applied to educational, family and work settings, and to students with different learning needs. A foundation to advanced courses in psychological studies in education. An examination of the theoretical and practical dimensions of assessment and evaluation including an introduction to valid and reliable data collection and interpretation practices. Recent New Zealand assessment policy and practice will also be analysed.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education Decolonising Education Schooling Ethnic Diversity Education and Social Justice Child Development Educational Psychology Assessment and Evaluation in Education Curriculum, Assessment and Evaluation

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives. An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives. A critical examination of research on ethnic diversity in New Zealand schools. The course discusses equity, ‘race', ethnicity, biculturalism, ‘multicultural education', equal opportunity, and other theories, structures and strategies developed in New Zealand and overseas in response to ethnic diversity. Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education. A study of key issues in development, with a focus on early and middle childhood. Topics include family, peer, cultural, and media influences on typical and atypical development. An introduction to new ways of thinking about learning in educational settings: how students can develop their learning abilities, be more strategic in their learning, and increase their motivation. These questions and themes can be applied to educational, family and work settings, and to students with different learning needs. A foundation to advanced courses in psychological studies in education. An examination of the theoretical and practical dimensions of assessment and evaluation including an introduction to valid and reliable data collection and interpretation practices. Recent New Zealand assessment policy and practice will also be analysed. A general introduction to curriculum development and implementation as well as classroom assessment and evaluation focussing on theoretical and practical issues. Includes critical evaluation of recent New Zealand assessment policy and practice.
Score: 8.470218 Details | Listing | Web page

University of Auckland - Current Issues in Education Introduction to Māori Education Introduction to Child and Adolescent Development Introduction to Educational Thought Teaching and Learning: An Educational Psychological Perspective History and Society in New Zealand Education Development, Learning and Teaching Education, Knowledge and Society How People Learn Learning Sexualities Philosophy of Education Human Development Learning and the Learner Education in Aotearoa New Zealand Health and Physical Education in a Diverse Society History of Education Philosophy and Sociology of Education Decolonising Education Schooling Ethnic Diversity Education and Social Justice Child Development Educational Psychology Assessment and Evaluation in Education Curriculum, Assessment and Evaluation Pedagogy - Beyond Skills and Methods

Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics. An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined. Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence. Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course. Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom. Examines the wider context of New Zealand education through an historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities. Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning. Examines how philosophical thought has constructed models of knowledge which in turn inform approaches to teaching and learning. Educational implications of developments in the theory of knowledge are also examined. The changing conceptions of the nature and purpose of education are investigated with reference to education for Māori and Pacific communities. Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? It also examines the nature of intelligence and how to help personal learning or the learning of others. How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated. An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education. Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings. Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition), and development of creative problem-solving skills. Explores the historical, social, cultural, demographic, political and economical influences that shape New Zealand education, including Māori and Pasifika. Addresses questions such as: What is the relevance of these influences to teaching and learning? How are policies and curriculum shaped by these influences? How is the Treaty of Waitangi relevant to education today? Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported? An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis. An exploration of key educational themes and questions from philosophical and sociological perspectives. An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives. A critical examination of research on ethnic diversity in New Zealand schools. The course discusses equity, ‘race', ethnicity, biculturalism, ‘multicultural education', equal opportunity, and other theories, structures and strategies developed in New Zealand and overseas in response to ethnic diversity. Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education. A study of key issues in development, with a focus on early and middle childhood. Topics include family, peer, cultural, and media influences on typical and atypical development. An introduction to new ways of thinking about learning in educational settings: how students can develop their learning abilities, be more strategic in their learning, and increase their motivation. These questions and themes can be applied to educational, family and work settings, and to students with different learning needs. A foundation to advanced courses in psychological studies in education. An examination of the theoretical and practical dimensions of assessment and evaluation including an introduction to valid and reliable data collection and interpretation practices. Recent New Zealand assessment policy and practice will also be analysed. A general introduction to curriculum development and implementation as well as classroom assessment and evaluation focussing on theoretical and practical issues. Includes critical evaluation of recent New Zealand assessment policy and practice. Examines personal experiences and views of teaching and learning and the impact of theories of learning on classroom practices. The course also includes discussion of the relationship between pedagogy and race, class and gender; Māori pedagogy; pedagogy and student achievement; and New Zealand and international examples.
Score: 8.470218 Details | Listing | Web page

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